From djrosen at comcast.net Tue Jan 2 11:52:19 2007 From: djrosen at comcast.net (David Rosen) Date: Tue, 2 Jan 2007 11:52:19 -0500 Subject: [Technology 793] Re: Update on One With One In-Reply-To: <97B8732B-084B-4804-9A46-EEDE74DEE753@comcast.net> References: <20061228170828.18949.qmail@web54306.mail.yahoo.com> <97B8732B-084B-4804-9A46-EEDE74DEE753@comcast.net> Message-ID: Technology Colleagues, I inadvertently sent a personal e-mail inquiry to the Technology list last week. My questions (and miss-typed dates) may have left some mistaken impressions about One WITH One that I would like to publicly correct. When I saw that it had been posted I immediately emailed Anita Webb and asked for a clarification. Co-director, Peg Van Duyne, wrote me today with an update which I am glad to share. One WITH One has had some impressive results over the years. Peg wrote: "Thank you for offering to send a second message to the NIFL list to rectify the inadvertent email broadcast of a private question and a potentially damaging claim that One WITH One is closed. I will take you up on this for One WITH One?s reputation and for Anita?s and my sake. Your correction can clarify our current corporate existence and can affirm the contribution that One WITH One made to the profession of workplace training and adult education in Boston for fifteen years as Entrance: Office Careers. Our record for 20 computer and language skills training cycles can be viewed as one of the tops- for six cycles more than 78%- 95% of the graduates competed for and were hired in training-related jobs and for 14 cycles 100% were hired. 524 adult and young adult learners, 92% women and 8% men, graduated from this training. Some were experienced professional business men from Africa. Others were former military leaders from South Vietnam who had endured 15 years of ?re-education? camps. Given the beginner-intermediate proficiency in English with which our learners began the program, their accomplishments demonstrate their will to enter a professional field, starting over, and the strength of our training. Success was not due to creaming- the majority came from circumstances which disadvantaged their education. Some women came from The Killing Fields, missing a literacy education in Khmer. Others came from the middle east where the roman alphabet was unfamiliar. Other women had been warehoused in public schools lacking any paper, pencils and printing tools. Your email states the proprietary school closed in 2004. ( the email stated we closed in 1994- that?s a typo?). That?s so for the computer and language skills training program: Entrance: Office Careers. We also closed the volunteer tutor-mentoring program Learning Partnerships which had brought together 3500 newcomers and Americans to practice English conversation and enjoy intercultural exchange. For 1 and 1/2 years One WITH One has been under the radar screen in order to develop integrated publications. In 2007 One WITH One will complete our ?train-the-trainee? and ?train- the-trainer? resources in educating and training adult learners who want to enter college or office work.. Anita Webb and I have edited a curriculum package dedicated to the beginner- intermediate learner that integrates English for Speakers of other languages, computer and business cultural training. This was originally the training program called Entrance: Office Careers, presented for twenty cycles and licensed by the Department of Education for the Commonwealth of Massachusetts as well as the employment training system. Today we call the entire program ?Experiencing English.? This is a summary of one unit of the total curriculum package. The Workplace Internship as a Learning Experience. 1. Introduction to The Workplace Internship as a Learning Experience. 2. Trainers? Guide to Lessons that precede the unit so trainees/ adult learners gradually immerse themselves in business English and cultural business practices to prepare for the internships. 3. Trainers? Guide to administer the internships and coordinate mentoring supervisors and HR employers willing to provide internship sites. 4. Trainers? Guide to Preparation Lessons so the trainees/adult learners develop a vocabulary and a conceptual framework to learn and gain experience in a corporate internship. 5. Trainees? Workbook for Preparatory Lessons. Here we discuss assessments and evaluations- assessments of one self as an internee, of the supervisor and by the supervisor. 6. Trainers? Guide for ?preparation-for-the-internship? classes and ?post-internship-debrief? classes for the internship and Internship Journal. 7. Internship Journal to be handed out week by week by the internship coordinator. 8. ?Experiencing English? is a short paper to name and explain our approach to adults who learn English in an immersion program. 9. Summary of the One WITH One Teaching Principles. 10. EFF comparables list." David J. Rosen djrosen at comcast.net On Dec 29, 2006, at 7:20 AM, David Rosen wrote: > Hello Anita, > > Is One WITH One still in Boston? And is it also then in Toronto? > Is Peg Van Duyne still with One WITH One in Boston? A quick search > of the Web lists One With One as a "closed proprietary school" as > of 1995. I had no idea. Peg and I had had some conversations, I > think in 1994, about publishing One WITH One curriculum, and then > I never heard from her. Can you enlighten me? > > Thanks. > > All the best, > > David > > David J. Rosen > Senior Associate > Newsome Associates > 7 Newsome Park > Boston, MA 02130 > newsomeassociates.com > djrosen at comcast.net > > > > On Dec 28, 2006, at 12:08 PM, Anita Webb wrote: > >> Hello elisters, >> >> My name is Anita Webb and I?m the Co-Director of One WITH One. >> This is my first posting to the list. I?ve enjoyed reading your >> contributions and suggestions. Thank you all. >> >> At One WITH One, we offered an integrated ESOL / office skills >> training program for 15 years in Boston. Our young adult and >> adult participants had achieved beginner to beginner-intermediate >> English skills by the start of the program. >> >> We taught touch typing, beginning with electronic typewriters, >> with an instructor present in each 50-minute session for the first >> 6 weeks. Participants typed letter combinations on paper to learn >> the different keys, using our own typing textbook ? based on the >> experience of our teaching staff and a bilingual professional >> typing instructor ? which we used for fourteen years. In a class >> of 25-30 participants in total, there were only 8-10 typists in >> each session. Training sessions took place in the morning, and in >> the afternoon typists practiced in labs monitored by an assistant >> who also proofread their assignments for immediate feedback on >> using the correct fingers for each key. >> >> After the first 6 weeks, the learners moved to typing on >> computers, using Mavis Beacon, and later a program that tested >> speed and accuracy. At the end of the nine-month program, most >> participants typed at least 40 wpm, with some typing at 50 wpm or >> higher. >> >> We found this method very effective for two reasons. One, the >> learners had to produce one perfect set of letters for each >> lesson. Each set was about 5 lines of letters. They could not >> erase mistakes. This usually required each person to type each >> set several times, thereby repeating the finger movements again >> and again, ?programming? the movements into her fingers. >> >> Two, an instructor in the session was essential for learner >> success each day. Many participants had to develop hand-eye >> coordination, transpose letters and sounds b and v and e and i and >> sustain patience. The instructor provided much needed >> encouragement and individual coaching after she led each session >> with a brief lesson or instruction for building accuracy or >> speed. The instructor was active throughout each session in >> observing that each person was using the correct fingers for each >> key, and that each person was saying the letters ? not the words - >> in her head in English as she typed. >> >> Employers had set 40 wpm as a basic requirement for employment in >> an entry level office job and out of 20 cycles, 100% of the >> participants in 14 cycles were hired. Currently we are preparing >> our curriculum with resources for novice teachers as well as >> learners who have achieved beginner-intermediate English. These >> materials combine English language learning with office skills and >> cultural skills development. Would anyone like to beta-test some >> of our manuals and share your feedback with us? >> >> Anita H. Webb >> Co-Director, One WITH One >> anita_h_webb at yahoo.ca >> 416-588-3533 (Toronto, Ontario) >> >> >> >> Craig Alinder wrote: >> Barbara, >> >> I have taught elementary school for 8 years, and we have what you >> might call a "keyboarding program" at the elementary level. I have >> to agree that learning keyboarding at an early age can make a huge >> difference, which is why we encourage our students to learn >> keyboarding skills. Our main way of teaching at this level is the >> computer program Mavis Beacon Teaches Typing from Broderbund. Our >> students follow the lessons and learn at their own pace. As a >> reward for completeing several lessons the software offers a >> typing game. This is an added incentive to complete more lessons. >> The one rule I have had to enforce with this software is that they >> do not go straight to the games. They have to earn access to the >> games. Find out more: http://www.broderbund.com/jump.jsp? >> itemID=4815&itemType=CATEGORY >> >> To be honest with you I used the same program to learn correct >> keyboarding technique as an adult. I never learned in school and >> had to learn as an adult. I hope this helps. >> >> Craig Alinder >> Albuquerque, NM >> http://www.refinancequiz.com >> ----- Original Message ----- >> From: barbarasg8 at aol.com >> To: technology at nifl.gov >> Sent: Saturday, December 16, 2006 9:19 AM >> Subject: [Technology 760] Re: Technology List topic: Keyboarding >> >> Hello group, >> >> It would be helpful to hear how computer keyboarding is being >> taught around the country, and who is teaching it? I come from a >> background in occupational therapy and have taught touch typing to >> hundreds of students from 1st - 6th grades. Based on what I've >> learned, teaching young students at the second or third grade >> level is very practical. At that age, children have not become >> habitual "hunt and peck" typists. Because they are still learning >> to read and spell and can benefit from using touch typing skills >> to practice word lists and compose short writing assignments. >> >> I see older students enter computer classes having already >> developed typing skills that are inefficient and hard to >> remediable. Lack of good habits and slower input make a big >> difference when students are required to produce longer papers in >> high school, and afterword as they compete in the workplace. >> >> Another question about teaching/learning touch typing: how might >> it contribute to ESL students at any age, or adults with LD and >> people in adult literacy classes? >> >> I have been reading these emails for months but never contributed >> to the discussion. >> Thank you for the opportunity. >> >> Barbara Oliver, COTA/L >> Tulsa OK >> barbarasg8 at aol.com >> >> >> >> -----Original Message----- >> From: cgrimaldi at lagcc.cuny.edu >> To: technology at nifl.gov >> Sent: Wed, 13 Dec 2006 2:09 PM >> Subject: [Technology 752] Re: Technology List topics for 2007 >> >> Hi Mariann, I would also like to learn more about teaching our >> students make better use of their cell phones. Most students have >> them but many don't know how to use their voicemail, pictures, >> downloading, etc., especially older students. The next topic I'd >> like to see discussed more is the issue of slow computer learners- >> either due to lack of experience, age, low literacy skills, lack >> of interest/need, no computer in the home. Carolyn Grimaldi Center >> for Immigrant Education and Training LaGuardia Community College >> 29-10 Thomson Ave. C250 Long Island City, NY 11101 (718) 482-5067 >> www.lagcc.cuny.edu/ciet/ cgrimaldi at lagcc.cuny.edu >>> "Mariann >> Fedele" 12/13/06 2:48 PM >>> Thank You, >> David! What would others on the list like to see in terms of >> specific topics discussed next year? If one that David mentioned >> is particularly interesting to you please feel free to second the >> motion. Regards, Mariann Mariann Fedele Associate Director, NYC >> Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- >> From: technology-bounces at nifl.gov [mailto:technology- >> bounces at nifl.gov] On Behalf Of David Rosen Sent: Wednesday, >> December 13, 2006 11:30 AM To: The Technology and Literacy >> Discussion List Subject: [Technology 749] Technology List topics >> for 2007 Hi Mariann, I would like to see the Technology list >> introduce our field to some technologies in the context of their >> use/possible use in adult ed. These might include, for example: 1) >> mobile phones 2) web-accessible PDAs 3) tablet PCs 4) e-books and >> e-book readers 5) wikis for writing projects 6) electronic white >> boards 7) inexpensive (under $500) multimedia (e.g. LCD) >> projectors 8) video Ipods with high quality video goggles >> (intended for video but maybe useful for reading text?) David J. >> Rosen djrosen at comcast.net >> ---------------------------------------------------- National >> Institute for Literacy Technology and Literacy mailing list >> Technology at nifl.gov To unsubscribe or change your subscription >> settings, please go to http://www.nifl.gov/mailman/listinfo/ >> technology ---------------------------------------------------- >> National Institute for Literacy Technology and Literacy mailing >> list Technology at nifl.gov To unsubscribe or change your >> subscription settings, please go to http://www.nifl.gov/mailman/ >> listinfo/technology >> ---------------------------------------------------- National >> Institute for Literacy Technology and Literacy mailing list >> Technology at nifl.gov To unsubscribe or change your subscription >> settings, please go to http://www.nifl.gov/mailman/listinfo/ >> technology >> Check out the new AOL. Most comprehensive set of free safety and >> security tools, free access to millions of high-quality videos >> from across the web, free AOL Mail and more. >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> No virus found in this incoming message. >> Checked by AVG Free Edition. >> Version: 7.5.432 / Virus Database: 268.15.23/591 - Release Date: >> 12/17/2006 3:17 PM >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> __________________________________________________ >> Do You Yahoo!? >> Tired of spam? Yahoo! Mail has the best spam protection around >> http://mail.yahoo.com >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> > > > David J. Rosen djrosen at comcast.net From gspangenberg at caalusa.org Tue Jan 2 07:54:33 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Tue, 2 Jan 2007 07:54:33 -0500 Subject: [Technology 794] CAAL releases Executive Summary from its 2-year ESL Study Message-ID: <321416A9-E7FB-4412-B8CB-F781B83825E3@caalusa.org> Colleagues, As a service to the field, CAAL is releasing the Executive Summary from its upcoming report titled PASSING THE TORCH: Strategies for Innovation in Community College ESL. It is appended as a PDF file and is also available from the CAAL website (www.caalusa.org, scroll down the left column to the title). The full report will be published and formally released by February. Its authors are Forrest P. Chisman and JoAnn Crandall. two foremost experts in ESL and/or community college adult education work. Happy New Year to all. ? Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070102/382a956d/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: eslexecsummary.pdf Type: application/pdf Size: 411730 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070102/382a956d/attachment.pdf -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070102/382a956d/attachment-0001.html From Barry.Burkett at Franklin.kyschools.us Fri Jan 5 12:48:02 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Fri, 5 Jan 2007 12:48:02 -0500 Subject: [Technology 795] Goofin around with a webcam References: <321416A9-E7FB-4412-B8CB-F781B83825E3@caalusa.org> Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0278055D@ED181X1.franklin.ketsds.net> Hey y'all, It would be great if I could get feedback on this clip. Ways I believe it can be used: on a loan policy to distance learning students online book clubs making a class room available to online students modeled reading, etc Biggest bonus, this webcam cost $50, and I can use this one camera on 3 different computers now. The Sony HDDC that was used for the previously viewed google video costs around $600 or $700. What are possibilities you see with it? Barry -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 2441179 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070105/74a495f0/attachment.bin From ejonline at comcast.net Sun Jan 7 22:04:55 2007 From: ejonline at comcast.net (ejonline at comcast.net) Date: Mon, 08 Jan 2007 03:04:55 +0000 Subject: [Technology 796] New ALE Wiki Section Message-ID: <010820070304.8670.45A1B4D700014560000021DE22007613940A0207040201060A@comcast.net> * Developing Professional Wisdom and Research * Announcing a new section of the ALE Wiki ??? Developing Professional Wisdom and Research. It is located at http://wiki.literacytent.org/index.php/Developing_Professional_Wisdom_and_Research. Developing Professional Wisdom and Research features sub-sections on: * Active and Proposed Research * Adult Literacy Practitioner and/or Research Journals * Conferences * Connecting Research to Practice * Professional Wisdom and Teacher Research * Research Methodology * Research Overviews As with all the ALE Wiki sections, it will grow with contributions of people in the field. For example, people can add a link to their own conference to the conference schedule or provide information about their current work in the ???Active and Proposed Research??? section. Erik Jacobson -------------- next part -------------- An embedded message was scrubbed... From: "Burkett, Barry" Subject: [Technology 795] Goofin around with a webcam Date: Fri, 5 Jan 2007 18:32:30 +0000 Size: 3298701 Url: http://www.nifl.gov/pipermail/technology/attachments/20070108/a6942b09/attachment.mht From BENNETT at cotr.bc.ca Fri Jan 5 17:43:18 2007 From: BENNETT at cotr.bc.ca (Bennett, Gina) Date: Fri, 5 Jan 2007 15:43:18 -0700 Subject: [Technology 797] Re: Goofin around with a webcam Message-ID: I gotta agree with you, Barry, the quality of your audio & video is surprisingly good. Could you please share the make & model of this little gem? The built-in mike is quite a bit better than I would have expected. You were asking about applications... A colleague of mine in Sweden is using a similar camera to teach math to his distance students (ABE level). Here is the link if you are interested: http://flerpart.hudiksvall.se/halsinge/default.asp?p=Streaming&s=Stream& id={DABF81B0-F1DA-4EDA-8AED-A1037306CD37} As you can see, my colleague just points his webcam at a whiteboard on which he works out solutions to math problems. Of course, this video is in Swedish but no doubt you get the idea. It is a very low-tech way to do things but he says it works & the students use these videos extensively, both to access the class from a distance & to review. Gina Bennett -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Burkett, Barry Sent: Friday, January 05, 2007 10:48 AM To: The Technology and Literacy Discussion List Subject: Goofin around with a webcam Hey y'all, It would be great if I could get feedback on this clip. Ways I believe it can be used: on a loan policy to distance learning students online book clubs making a class room available to online students modeled reading, etc Biggest bonus, this webcam cost $50, and I can use this one camera on 3 different computers now. The Sony HDDC that was used for the previously viewed google video costs around $600 or $700. What are possibilities you see with it? Barry From Barry.Burkett at Franklin.kyschools.us Mon Jan 8 11:19:04 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Mon, 8 Jan 2007 11:19:04 -0500 Subject: [Technology 798] Re: Goofin around with a webcam In-Reply-To: Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198EC7A@ED181X1.franklin.ketsds.net> Gina, I am glad you got the video. I have had a couple of responses saying that the feed was not able to be downloaded. I am going to make another video and send it out to individual e-mail addresses. If you would like to see a webcam example send me an e-mail and I will send the video to your e-mail @ 3:00 Eastern time. Barry From MariannF at lacnyc.org Thu Jan 11 10:02:50 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 11 Jan 2007 10:02:50 -0500 Subject: [Technology 799] Discussion topics for 2007 Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB82A4FF2@lac-exch.lacnyc.local> Hello Tech list Colleagues and happy New Year to all, In mid-December I sent out a message requesting your feedback and recommendations for possible topics you would like to see covered in the upcoming year on the Technology list. Following are the suggestions you sent either to the list as a whole or to me off-list. I did a little editing and added the words "I would like to..." in front of each statement so that it would be easier to read as a compilation. If when you read this you feel that something wasn't included that you would like to see discussed, please send me a message and I will add it. I will resend this message with the updates next week. Thanks to all who contributed, Mariann Technology Discussion List Topic Recommendations for 2007: 1. I would like to learn more about teaching our students make better use of their cell phones. Most students have them but many don't know how to use their voicemail, pictures, downloading, etc., especially older students. 2. I would like to see discussed the issue of slow computer learners- either due to lack of experience, age, low literacy skills, lack of interest/need, no computer in the home. 3. I would like to see the Technology list introduce our field to some technologies in the context of their use/possible use in adult ed. These might include, for example: 1) mobile phones 2) web-accessible PDAs 3) tablet PCs 4) e-books and e-book readers 5) wikis for writing projects 6) electronic white boards 7) inexpensive (under $500) multimedia (e.g. LCD) projectors 8) video Ipods with high quality video goggles (intended for video but maybe useful for reading text?) 4, I would like to see discussions about technology in the context of specific adult literacy setting, similar to the discussion we had about technology and learning disabilities; for example, technology and workforce development, technology and English language instruction, technology and reading acquisition. 5. I would be interested in more discussion about on-line learning, distance learning, and using these technologies to extend the reach of the classroom. 6. I would like to learn more about the basic skills students need to engage effectively with computers and make the most of computer assisted instruction or computer-based instruction. Mariann Fedele Associate Director, NYC Regional Adult Education Network Literacy Assistance Center Moderator, NIFL Technology and Literacy Discussion List 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf at lacnyc.org www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070111/e5dea36a/attachment.html From wbquinones at adelphia.net Thu Jan 11 10:54:54 2007 From: wbquinones at adelphia.net (Wendy Quinones) Date: Thu, 11 Jan 2007 10:54:54 -0500 Subject: [Technology 800] Re: Discussion topics for 2007 References: <6E8BC13A30982C44BCD32B38FB8F5AB82A4FF2@lac-exch.lacnyc.local> Message-ID: <004b01c73598$d6516c70$a500a8c0@nscdd05> Hi Marian Sorry I didn't respond earlier. This is a crossover question -- I would like to learn more about using online istruction for professional development. I'm already doing some of it, but I feel as though I'm re-inventing the wheel with every course I develop! Wendy Quinones ----- Original Message ----- From: Mariann Fedele To: The Technology and Literacy Discussion List Sent: Thursday, January 11, 2007 10:02 AM Subject: [Technology 799] Discussion topics for 2007 Hello Tech list Colleagues and happy New Year to all, In mid-December I sent out a message requesting your feedback and recommendations for possible topics you would like to see covered in the upcoming year on the Technology list. Following are the suggestions you sent either to the list as a whole or to me off-list. I did a little editing and added the words "I would like to." in front of each statement so that it would be easier to read as a compilation. If when you read this you feel that something wasn't included that you would like to see discussed, please send me a message and I will add it. I will resend this message with the updates next week. Thanks to all who contributed, Mariann Technology Discussion List Topic Recommendations for 2007: 1. I would like to learn more about teaching our students make better use of their cell phones. Most students have them but many don't know how to use their voicemail, pictures, downloading, etc., especially older students. 2. I would like to see discussed the issue of slow computer learners- either due to lack of experience, age, low literacy skills, lack of interest/need, no computer in the home. 3. I would like to see the Technology list introduce our field to some technologies in the context of their use/possible use in adult ed. These might include, for example: 1) mobile phones 2) web-accessible PDAs 3) tablet PCs 4) e-books and e-book readers 5) wikis for writing projects 6) electronic white boards 7) inexpensive (under $500) multimedia (e.g. LCD) projectors 8) video Ipods with high quality video goggles (intended for video but maybe useful for reading text?) 4, I would like to see discussions about technology in the context of specific adult literacy setting, similar to the discussion we had about technology and learning disabilities; for example, technology and workforce development, technology and English language instruction, technology and reading acquisition. 5. I would be interested in more discussion about on-line learning, distance learning, and using these technologies to extend the reach of the classroom. 6. I would like to learn more about the basic skills students need to engage effectively with computers and make the most of computer assisted instruction or computer-based instruction. Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070111/1c4b3750/attachment.html From MariannF at lacnyc.org Thu Jan 11 11:04:23 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 11 Jan 2007 11:04:23 -0500 Subject: [Technology 801] Re: Discussion topics for 2007 Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB82A5009@lac-exch.lacnyc.local> Thanks Wendy, It's not too late for anyone to weigh-in. The other recommendation I have received today follows: I would be interested in seeing a discussion about state tech plans for adult learners and ABE practitioners. In other words, what states have developed and implemented learner-centered tech plans that incorporate competencies? What was the process like? The timeframe? To what resources did they look when developing their own plan and competencies? How are plans being implemented? Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Wendy Quinones Sent: Thursday, January 11, 2007 10:55 AM To: The Technology and Literacy Discussion List Subject: [Technology 800] Re: Discussion topics for 2007 Hi Marian Sorry I didn't respond earlier. This is a crossover question -- I would like to learn more about using online istruction for professional development. I'm already doing some of it, but I feel as though I'm re-inventing the wheel with every course I develop! Wendy Quinones ----- Original Message ----- From: Mariann Fedele To: The Technology and Literacy Discussion List Sent: Thursday, January 11, 2007 10:02 AM Subject: [Technology 799] Discussion topics for 2007 Hello Tech list Colleagues and happy New Year to all, In mid-December I sent out a message requesting your feedback and recommendations for possible topics you would like to see covered in the upcoming year on the Technology list. Following are the suggestions you sent either to the list as a whole or to me off-list. I did a little editing and added the words "I would like to..." in front of each statement so that it would be easier to read as a compilation. If when you read this you feel that something wasn't included that you would like to see discussed, please send me a message and I will add it. I will resend this message with the updates next week. Thanks to all who contributed, Mariann Technology Discussion List Topic Recommendations for 2007: 1. I would like to learn more about teaching our students make better use of their cell phones. Most students have them but many don't know how to use their voicemail, pictures, downloading, etc., especially older students. 2. I would like to see discussed the issue of slow computer learners- either due to lack of experience, age, low literacy skills, lack of interest/need, no computer in the home. 3. I would like to see the Technology list introduce our field to some technologies in the context of their use/possible use in adult ed. These might include, for example: 1) mobile phones 2) web-accessible PDAs 3) tablet PCs 4) e-books and e-book readers 5) wikis for writing projects 6) electronic white boards 7) inexpensive (under $500) multimedia (e.g. LCD) projectors 8) video Ipods with high quality video goggles (intended for video but maybe useful for reading text?) 4, I would like to see discussions about technology in the context of specific adult literacy setting, similar to the discussion we had about technology and learning disabilities; for example, technology and workforce development, technology and English language instruction, technology and reading acquisition. 5. I would be interested in more discussion about on-line learning, distance learning, and using these technologies to extend the reach of the classroom. 6. I would like to learn more about the basic skills students need to engage effectively with computers and make the most of computer assisted instruction or computer-based instruction. Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070111/a85acd1c/attachment.html From EDalton at ric.edu Thu Jan 11 11:24:36 2007 From: EDalton at ric.edu (Dalton, Elizabeth) Date: Thu, 11 Jan 2007 11:24:36 -0500 Subject: [Technology 802] Re: Discussion topics for 2007 References: <6E8BC13A30982C44BCD32B38FB8F5AB82A4FF2@lac-exch.lacnyc.local> Message-ID: Hello Mariann. I have 2 areas to add: 1) I would like to see a discussion of how the NIMAS legislation and requirements have been implemented (or not) in various states, the potential impact of digital text access for increasing literacy for all students, and the barriers/problems that states are facing and how they are being addressed. 2) I would like to see a discussion of the actual impact of Universal Design for Learning approaches & strategies on literacy access and literacy levels for students - perhaps discussing from the focus of various group needs and interests - ELL, gifted & talented, special needs, early chidhood, elementary, secondary, post-secondary. -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 1/11/2007 10:02 AM To: The Technology and Literacy Discussion List Subject: [Technology 799] Discussion topics for 2007 Hello Tech list Colleagues and happy New Year to all, In mid-December I sent out a message requesting your feedback and recommendations for possible topics you would like to see covered in the upcoming year on the Technology list. Following are the suggestions you sent either to the list as a whole or to me off-list. I did a little editing and added the words "I would like to..." in front of each statement so that it would be easier to read as a compilation. If when you read this you feel that something wasn't included that you would like to see discussed, please send me a message and I will add it. I will resend this message with the updates next week. Thanks to all who contributed, Mariann Technology Discussion List Topic Recommendations for 2007: 1. I would like to learn more about teaching our students make better use of their cell phones. Most students have them but many don't know how to use their voicemail, pictures, downloading, etc., especially older students. 2. I would like to see discussed the issue of slow computer learners- either due to lack of experience, age, low literacy skills, lack of interest/need, no computer in the home. 3. I would like to see the Technology list introduce our field to some technologies in the context of their use/possible use in adult ed. These might include, for example: 1) mobile phones 2) web-accessible PDAs 3) tablet PCs 4) e-books and e-book readers 5) wikis for writing projects 6) electronic white boards 7) inexpensive (under $500) multimedia (e.g. LCD) projectors 8) video Ipods with high quality video goggles (intended for video but maybe useful for reading text?) 4, I would like to see discussions about technology in the context of specific adult literacy setting, similar to the discussion we had about technology and learning disabilities; for example, technology and workforce development, technology and English language instruction, technology and reading acquisition. 5. I would be interested in more discussion about on-line learning, distance learning, and using these technologies to extend the reach of the classroom. 6. I would like to learn more about the basic skills students need to engage effectively with computers and make the most of computer assisted instruction or computer-based instruction. Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 4497 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070111/aeea2bed/attachment.bin From MariannF at lacnyc.org Thu Jan 11 11:40:08 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 11 Jan 2007 11:40:08 -0500 Subject: [Technology 803] Re: Discussion topics for 2007 Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB82A501A@lac-exch.lacnyc.local> Thank You Elizabeth, For some background, could you tell the list more about NIMAS? What does it stand for and what is its purpose and intent? How do you see it effecting adult literacy education? Regrds, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Dalton, Elizabeth Sent: Thursday, January 11, 2007 11:25 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 799] Discussion topics for 2007 Hello Mariann. I have 2 areas to add: 1) I would like to see a discussion of how the NIMAS legislation and requirements have been implemented (or not) in various states, the potential impact of digital text access for increasing literacy for all students, and the barriers/problems that states are facing and how they are being addressed. 2) I would like to see a discussion of the actual impact of Universal Design for Learning approaches & strategies on literacy access and literacy levels for students - perhaps discussing from the focus of various group needs and interests - ELL, gifted & talented, special needs, early chidhood, elementary, secondary, post-secondary. -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 1/11/2007 10:02 AM To: The Technology and Literacy Discussion List Subject: [Technology 799] Discussion topics for 2007 Hello Tech list Colleagues and happy New Year to all, In mid-December I sent out a message requesting your feedback and recommendations for possible topics you would like to see covered in the upcoming year on the Technology list. Following are the suggestions you sent either to the list as a whole or to me off-list. I did a little editing and added the words "I would like to..." in front of each statement so that it would be easier to read as a compilation. If when you read this you feel that something wasn't included that you would like to see discussed, please send me a message and I will add it. I will resend this message with the updates next week. Thanks to all who contributed, Mariann Technology Discussion List Topic Recommendations for 2007: 1. I would like to learn more about teaching our students make better use of their cell phones. Most students have them but many don't know how to use their voicemail, pictures, downloading, etc., especially older students. 2. I would like to see discussed the issue of slow computer learners- either due to lack of experience, age, low literacy skills, lack of interest/need, no computer in the home. 3. I would like to see the Technology list introduce our field to some technologies in the context of their use/possible use in adult ed. These might include, for example: 1) mobile phones 2) web-accessible PDAs 3) tablet PCs 4) e-books and e-book readers 5) wikis for writing projects 6) electronic white boards 7) inexpensive (under $500) multimedia (e.g. LCD) projectors 8) video Ipods with high quality video goggles (intended for video but maybe useful for reading text?) 4, I would like to see discussions about technology in the context of specific adult literacy setting, similar to the discussion we had about technology and learning disabilities; for example, technology and workforce development, technology and English language instruction, technology and reading acquisition. 5. I would be interested in more discussion about on-line learning, distance learning, and using these technologies to extend the reach of the classroom. 6. I would like to learn more about the basic skills students need to engage effectively with computers and make the most of computer assisted instruction or computer-based instruction. Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org From EDalton at ric.edu Thu Jan 11 11:58:58 2007 From: EDalton at ric.edu (Dalton, Elizabeth) Date: Thu, 11 Jan 2007 11:58:58 -0500 Subject: [Technology 804] Re: Discussion topics for 2007 References: <6E8BC13A30982C44BCD32B38FB8F5AB82A501A@lac-exch.lacnyc.local> Message-ID: http://www.afb.org/Section.asp?SectionID=58&TopicID=255 http://www.cast.org Well, NIMAS is the National Istructional Media Assess Standard. I have included the above links to sites where You can get more specific info. While it is most relevant to school-age individuals, it will have a major impact upon pushing for broad avaiability of print texts and educational resources in digital format - which will have significant impact upon persons of all ages. Whe materials are readilly available digitally, it greatly reduces accessibility barriers, and support greater universal design for instruction. Betsy Dalton -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 1/11/2007 11:40 AM To: The Technology and Literacy Discussion List Subject: [Technology 803] Re: Discussion topics for 2007 Thank You Elizabeth, For some background, could you tell the list more about NIMAS? What does it stand for and what is its purpose and intent? How do you see it effecting adult literacy education? Regrds, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Dalton, Elizabeth Sent: Thursday, January 11, 2007 11:25 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 799] Discussion topics for 2007 Hello Mariann. I have 2 areas to add: 1) I would like to see a discussion of how the NIMAS legislation and requirements have been implemented (or not) in various states, the potential impact of digital text access for increasing literacy for all students, and the barriers/problems that states are facing and how they are being addressed. 2) I would like to see a discussion of the actual impact of Universal Design for Learning approaches & strategies on literacy access and literacy levels for students - perhaps discussing from the focus of various group needs and interests - ELL, gifted & talented, special needs, early chidhood, elementary, secondary, post-secondary. -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 1/11/2007 10:02 AM To: The Technology and Literacy Discussion List Subject: [Technology 799] Discussion topics for 2007 Hello Tech list Colleagues and happy New Year to all, In mid-December I sent out a message requesting your feedback and recommendations for possible topics you would like to see covered in the upcoming year on the Technology list. Following are the suggestions you sent either to the list as a whole or to me off-list. I did a little editing and added the words "I would like to..." in front of each statement so that it would be easier to read as a compilation. If when you read this you feel that something wasn't included that you would like to see discussed, please send me a message and I will add it. I will resend this message with the updates next week. Thanks to all who contributed, Mariann Technology Discussion List Topic Recommendations for 2007: 1. I would like to learn more about teaching our students make better use of their cell phones. Most students have them but many don't know how to use their voicemail, pictures, downloading, etc., especially older students. 2. I would like to see discussed the issue of slow computer learners- either due to lack of experience, age, low literacy skills, lack of interest/need, no computer in the home. 3. I would like to see the Technology list introduce our field to some technologies in the context of their use/possible use in adult ed. These might include, for example: 1) mobile phones 2) web-accessible PDAs 3) tablet PCs 4) e-books and e-book readers 5) wikis for writing projects 6) electronic white boards 7) inexpensive (under $500) multimedia (e.g. LCD) projectors 8) video Ipods with high quality video goggles (intended for video but maybe useful for reading text?) 4, I would like to see discussions about technology in the context of specific adult literacy setting, similar to the discussion we had about technology and learning disabilities; for example, technology and workforce development, technology and English language instruction, technology and reading acquisition. 5. I would be interested in more discussion about on-line learning, distance learning, and using these technologies to extend the reach of the classroom. 6. I would like to learn more about the basic skills students need to engage effectively with computers and make the most of computer assisted instruction or computer-based instruction. Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 5480 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070111/6acb1ffe/attachment.bin From tshearer at esc4.net Thu Jan 11 12:40:46 2007 From: tshearer at esc4.net (Terry Shearer) Date: Thu, 11 Jan 2007 11:40:46 -0600 Subject: [Technology 805] Re: Discussion topics for 2007 References: <6E8BC13A30982C44BCD32B38FB8F5AB82A4FF2@lac-exch.lacnyc.local> Message-ID: Hello Mariann, I also have two areas to add. 1. I would like to see a discussion of low tech instructional media such as DVD/Video based instruction. 2. I would like to see a website where all of the links and pages suggested on the discussion list like the comic strip and others written about in the list, so that they are easlily accessible from one source. The list serve has so many good ideas that it is hard to keep all of the messages and links on the users hard drive or e-mail accounts. Hello Mariann. I have 2 areas to add: 1) I would like to see a discussion of how the NIMAS legislation and requirements have been implemented (or not) in various states, the potential impact of digital text access for increasing literacy for all students, and the barriers/problems that states are facing and how they are being addressed. 2) I would like to see a discussion of the actual impact of Universal Design for Learning approaches & strategies on literacy access and literacy levels for students - perhaps discussing from the focus of various group needs and interests - ELL, gifted & talented, special needs, early chidhood, elementary, secondary, post-secondary. -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 1/11/2007 10:02 AM To: The Technology and Literacy Discussion List Subject: [Technology 799] Discussion topics for 2007 Hello Tech list Colleagues and happy New Year to all, In mid-December I sent out a message requesting your feedback and recommendations for possible topics you would like to see covered in the upcoming year on the Technology list. Following are the suggestions you sent either to the list as a whole or to me off-list. I did a little editing and added the words "I would like to..." in front of each statement so that it would be easier to read as a compilation. If when you read this you feel that something wasn't included that you would like to see discussed, please send me a message and I will add it. I will resend this message with the updates next week. Thanks to all who contributed, Mariann Technology Discussion List Topic Recommendations for 2007: 1. I would like to learn more about teaching our students make better use of their cell phones. Most students have them but many don't know how to use their voicemail, pictures, downloading, etc., especially older students. 2. I would like to see discussed the issue of slow computer learners- either due to lack of experience, age, low literacy skills, lack of interest/need, no computer in the home. 3. I would like to see the Technology list introduce our field to some technologies in the context of their use/possible use in adult ed. These might include, for example: 1) mobile phones 2) web-accessible PDAs 3) tablet PCs 4) e-books and e-book readers 5) wikis for writing projects 6) electronic white boards 7) inexpensive (under $500) multimedia (e.g. LCD) projectors 8) video Ipods with high quality video goggles (intended for video but maybe useful for reading text?) 4, I would like to see discussions about technology in the context of specific adult literacy setting, similar to the discussion we had about technology and learning disabilities; for example, technology and workforce development, technology and English language instruction, technology and reading acquisition. 5. I would be interested in more discussion about on-line learning, distance learning, and using these technologies to extend the reach of the classroom. 6. I would like to learn more about the basic skills students need to engage effectively with computers and make the most of computer assisted instruction or computer-based instruction. Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 7969 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070111/0ab05d02/attachment.bin From djrosen at comcast.net Thu Jan 11 12:50:12 2007 From: djrosen at comcast.net (David Rosen) Date: Thu, 11 Jan 2007 12:50:12 -0500 Subject: [Technology 806] Easily Accessible from One Source In-Reply-To: References: <6E8BC13A30982C44BCD32B38FB8F5AB82A4FF2@lac-exch.lacnyc.local> Message-ID: <202093CA-BB29-4F89-936B-E1AA30809B8F@comcast.net> Hello Terry, Many of the discussions and resources which appear on the Technology list will be found at the Adult Literacy Education Wiki in the Technology topic are. http://wiki.literacytent.org If something should be added to the wiki, you can also add it yourself. That's the beauty of a wiki -- it;s a tool for a community of practice. Incidentally, the Technology area is one of the topic area that is still looking for a topic area leader. If someone on this list is interested, let me know. David J. Rosen djrosen at comcast.net Wikiteer and ALE Wiki Organizer On Jan 11, 2007, at 12:40 PM, Terry Shearer wrote: > Hello Mariann, > > I also have two areas to add. > > 1. I would like to see a discussion of low tech instructional > media such as DVD/Video based instruction. > 2. I would like to see a website where all of the links and pages > suggested on the discussion list like the comic strip and others > written about in the list, so that they are easlily accessible from > one source. The list serve has so many good ideas that it is hard > to keep all of the messages and links on the users hard drive or e- > mail accounts. > > Hello Mariann. > > I have 2 areas to add: > > 1) I would like to see a discussion of how the NIMAS legislation > and requirements have been implemented (or not) in various states, > the potential impact of digital text access for increasing literacy > for all students, and the barriers/problems that states are facing > and how they are being addressed. > > 2) I would like to see a discussion of the actual impact of > Universal Design for Learning approaches & strategies on literacy > access and literacy levels for students - perhaps discussing from > the focus of various group needs and interests - ELL, gifted & > talented, special needs, early chidhood, elementary, secondary, > post-secondary. > > -----Original Message----- > From: technology-bounces at nifl.gov on behalf of Mariann Fedele > Sent: Thu 1/11/2007 10:02 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 799] Discussion topics for 2007 > > Hello Tech list Colleagues and happy New Year to all, > > In mid-December I sent out a message requesting your feedback and > recommendations for possible topics you would like to see covered > in the > upcoming year on the Technology list. Following are the suggestions > you > sent either to the list as a whole or to me off-list. I did a little > editing and added the words "I would like to..." in front of each > statement so that it would be easier to read as a compilation. If when > you read this you feel that something wasn't included that you would > like to see discussed, please send me a message and I will add it. I > will resend this message with the updates next week. > > Thanks to all who contributed, > > Mariann > > Technology Discussion List Topic Recommendations for 2007: > > 1. I would like to learn more about teaching our students make better > use of their cell phones. Most students have them but many don't know > how to use their voicemail, pictures, downloading, etc., especially > older students. > > 2. I would like to see discussed the issue of slow computer learners- > either due to lack of experience, age, low literacy skills, lack of > interest/need, no computer in the home. > > 3. I would like to see the Technology list introduce our field to some > technologies in the context of their use/possible use in adult ed. > These > might include, for example: > > 1) mobile phones > 2) web-accessible PDAs > 3) tablet PCs > 4) e-books and e-book readers > 5) wikis for writing projects > 6) electronic white boards > 7) inexpensive (under $500) multimedia (e.g. LCD) projectors > 8) video Ipods with high quality video goggles (intended for video > but maybe useful for reading text?) > > 4, I would like to see discussions about technology in the context of > specific adult literacy setting, similar to the discussion we had > about > technology and learning disabilities; for example, technology and > workforce development, technology and English language instruction, > technology and reading acquisition. > > 5. I would be interested in more discussion about on-line learning, > distance learning, and using these technologies to extend the reach of > the classroom. > > 6. I would like to learn more about the basic skills students need to > engage effectively with computers and make the most of computer > assisted > instruction or computer-based instruction. > > Mariann Fedele > > Associate Director, > > NYC Regional Adult Education Network > > 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 > www.lacnyc.org > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net From MariannF at lacnyc.org Thu Jan 11 13:03:07 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 11 Jan 2007 13:03:07 -0500 Subject: [Technology 807] Re: Easily Accessible from One Source Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB82A5034@lac-exch.lacnyc.local> Thanks Terry for making the suggestion and David for reminding us of the ALE Wiki as the best tool we have to meet this need. Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David Rosen Sent: Thursday, January 11, 2007 12:50 PM To: The Technology and Literacy Discussion List Subject: [Technology 806] Easily Accessible from One Source Hello Terry, Many of the discussions and resources which appear on the Technology list will be found at the Adult Literacy Education Wiki in the Technology topic are. http://wiki.literacytent.org If something should be added to the wiki, you can also add it yourself. That's the beauty of a wiki -- it;s a tool for a community of practice. Incidentally, the Technology area is one of the topic area that is still looking for a topic area leader. If someone on this list is interested, let me know. David J. Rosen djrosen at comcast.net Wikiteer and ALE Wiki Organizer On Jan 11, 2007, at 12:40 PM, Terry Shearer wrote: > Hello Mariann, > > I also have two areas to add. > > 1. I would like to see a discussion of low tech instructional > media such as DVD/Video based instruction. > 2. I would like to see a website where all of the links and pages > suggested on the discussion list like the comic strip and others > written about in the list, so that they are easlily accessible from > one source. The list serve has so many good ideas that it is hard > to keep all of the messages and links on the users hard drive or e- > mail accounts. > > Hello Mariann. > > I have 2 areas to add: > > 1) I would like to see a discussion of how the NIMAS legislation > and requirements have been implemented (or not) in various states, > the potential impact of digital text access for increasing literacy > for all students, and the barriers/problems that states are facing > and how they are being addressed. > > 2) I would like to see a discussion of the actual impact of > Universal Design for Learning approaches & strategies on literacy > access and literacy levels for students - perhaps discussing from > the focus of various group needs and interests - ELL, gifted & > talented, special needs, early chidhood, elementary, secondary, > post-secondary. > > -----Original Message----- > From: technology-bounces at nifl.gov on behalf of Mariann Fedele > Sent: Thu 1/11/2007 10:02 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 799] Discussion topics for 2007 > > Hello Tech list Colleagues and happy New Year to all, > > In mid-December I sent out a message requesting your feedback and > recommendations for possible topics you would like to see covered > in the > upcoming year on the Technology list. Following are the suggestions > you > sent either to the list as a whole or to me off-list. I did a little > editing and added the words "I would like to..." in front of each > statement so that it would be easier to read as a compilation. If when > you read this you feel that something wasn't included that you would > like to see discussed, please send me a message and I will add it. I > will resend this message with the updates next week. > > Thanks to all who contributed, > > Mariann > > Technology Discussion List Topic Recommendations for 2007: > > 1. I would like to learn more about teaching our students make better > use of their cell phones. Most students have them but many don't know > how to use their voicemail, pictures, downloading, etc., especially > older students. > > 2. I would like to see discussed the issue of slow computer learners- > either due to lack of experience, age, low literacy skills, lack of > interest/need, no computer in the home. > > 3. I would like to see the Technology list introduce our field to some > technologies in the context of their use/possible use in adult ed. > These > might include, for example: > > 1) mobile phones > 2) web-accessible PDAs > 3) tablet PCs > 4) e-books and e-book readers > 5) wikis for writing projects > 6) electronic white boards > 7) inexpensive (under $500) multimedia (e.g. LCD) projectors > 8) video Ipods with high quality video goggles (intended for video > but maybe useful for reading text?) > > 4, I would like to see discussions about technology in the context of > specific adult literacy setting, similar to the discussion we had > about > technology and learning disabilities; for example, technology and > workforce development, technology and English language instruction, > technology and reading acquisition. > > 5. I would be interested in more discussion about on-line learning, > distance learning, and using these technologies to extend the reach of > the classroom. > > 6. I would like to learn more about the basic skills students need to > engage effectively with computers and make the most of computer > assisted > instruction or computer-based instruction. > > Mariann Fedele > > Associate Director, > > NYC Regional Adult Education Network > > 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 > www.lacnyc.org > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From pshapiro at his.com Thu Jan 11 13:20:49 2007 From: pshapiro at his.com (Phil Shapiro) Date: Thu, 11 Jan 2007 13:20:49 -0500 Subject: [Technology 808] videoblogging and digital storytelling classes in dc Message-ID: <1168539649.45a68001203d1@webmail2.his.com> hi nifl-technology list colleagues - over the next six weeks i'm going to be teaching these classes on videoblogging and digital storytelling here in the washington dc-area. (see below.) if anyone on this list has some videos or digital storytelling they've done, i can bring it to the attention of the youth and adults in my classes. also, do you see the way i use google's free blogger service to set up a quick web site for this class announcment? i currently have about 80 "blogs" on blogger. some might say i'm using the service in a way it was not really intended, and i'd say, "yes, i agree." while i know html, i don't have time to create an elegant web site every time i need one. creating a new blog in blogger takes me less than 3 minutes and serves my needs well. down the road i'll use a better tool, once such a tool is developed. - phil Videoblogging and Digital Storytelling Classes Phil Shapiro, pshapiro at his.com Are you interested in learning how to put your own videos on YouTube, Google Video and the Internet Archive? Would you like to learn the basics of digital storytelling on the web using free and low-cost software tools? I'll be teaching both subjects in affordable classes via the Takoma Park Recreation Department. These small group classes, for teens and adults, are open to the public and are starting in mid to late January. I also teach these subjects privately and in small groups at other locations in the DC-area. Further details at http://2007classes.blogspot.com/ -- Phil Shapiro pshapiro at his.com http://www.digitaldivide.net/profile/pshapiro http://philsrssfeed.blogspot.com http://www.his.com/pshapiro/stories.menu.html "Wisdom starts with wonder." - Socrates "Learning happens through gentleness." From Barry.Burkett at Franklin.kyschools.us Thu Jan 11 15:34:20 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Thu, 11 Jan 2007 15:34:20 -0500 Subject: [Technology 809] Webinar Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198ECB2@ED181X1.franklin.ketsds.net> Hey guys, I was asked to do a webinar related to the video I posted on google.com. It is possible for me to do this, who would be interested in attending? If/when this does happen, what would you be interested in talking about? Some suggestions have been how to set up the camera, editing film, how to upload film, etc. What are your thoughts? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070111/3104913b/attachment.html From joey.quinton at pulaski.kyschools.us Thu Jan 11 15:52:17 2007 From: joey.quinton at pulaski.kyschools.us (Quinton, Joey) Date: Thu, 11 Jan 2007 15:52:17 -0500 Subject: [Technology 810] Re: Webinar In-Reply-To: <5B5DF9F227918548AD5FF668A2E84EBC0198ECB2@ED181X1.franklin.ketsds.net> Message-ID: I would love to attend. I would like to learn how to capture, edit, and publish the video. Joey Quinton, Coordinating Instructor Pulaski Adult Learning Center Somerset, Kentucky 606.679.7030 ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Burkett, Barry Sent: Thursday, January 11, 2007 3:34 PM To: The Technology and Literacy Discussion List Subject: [Technology 809] Webinar Hey guys, I was asked to do a webinar related to the video I posted on google.com. It is possible for me to do this, who would be interested in attending? If/when this does happen, what would you be interested in talking about? Some suggestions have been how to set up the camera, editing film, how to upload film, etc. What are your thoughts? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070111/3653f5f7/attachment.html From wbquinones at adelphia.net Fri Jan 12 00:22:46 2007 From: wbquinones at adelphia.net (Wendy Quinones) Date: Fri, 12 Jan 2007 00:22:46 -0500 Subject: [Technology 811] Re: Webinar References: <5B5DF9F227918548AD5FF668A2E84EBC0198ECB2@ED181X1.franklin.ketsds.net> Message-ID: <00d801c73609$b1ed8f50$a500a8c0@nscdd05> WebinarYou can count me in, depending on scheduling. Wendy Quinones ----- Original Message ----- From: Burkett, Barry To: The Technology and Literacy Discussion List Sent: Thursday, January 11, 2007 3:34 PM Subject: [Technology 809] Webinar Hey guys, I was asked to do a webinar related to the video I posted on google.com. It is possible for me to do this, who would be interested in attending? If/when this does happen, what would you be interested in talking about? Some suggestions have been how to set up the camera, editing film, how to upload film, etc. What are your thoughts? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070112/f71e8e0f/attachment.html From Barry.Burkett at Franklin.kyschools.us Tue Jan 16 09:40:57 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Tue, 16 Jan 2007 09:40:57 -0500 Subject: [Technology 812] Webinar Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198ECC1@ED181X1.franklin.ketsds.net> Hello all, Alright, I have had 5 responses from people who want to attend, anyone else? I will send out a list of possible webinar dates in the near future. Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070116/0320a4e7/attachment.html From adultlearning at shaw.ca Tue Jan 16 11:08:03 2007 From: adultlearning at shaw.ca (ALC) Date: Tue, 16 Jan 2007 11:08:03 -0500 Subject: [Technology 813] Re: Webinar References: <5B5DF9F227918548AD5FF668A2E84EBC0198ECC1@ED181X1.franklin.ketsds.net> Message-ID: <001f01c73988$80839130$0202a8c0@terminal3> WebinarBarry; Depending on my availability I would also like to attend. Forrest Notwell, Instructor Schreiber Adult Learning Centre Schreiber, ON ----- Original Message ----- From: Burkett, Barry To: The Technology and Literacy Discussion List Sent: Tuesday, January 16, 2007 9:40 AM Subject: [Technology 812] Webinar Hello all, Alright, I have had 5 responses from people who want to attend, anyone else? I will send out a list of possible webinar dates in the near future. Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology ------------------------------------------------------------------------------ No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.432 / Virus Database: 268.16.12/631 - Release Date: 16/01/2007 8:25 AM -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070116/4eff5bed/attachment.html From kabeall at comcast.net Wed Jan 17 16:14:35 2007 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 17 Jan 2007 16:14:35 -0500 Subject: [Technology 814] New from NCSALL Message-ID: <00d101c73a7c$86a73810$0202a8c0@your4105e587b6> The Health Literacy Environment of Hospitals and Health Centers: Partners for Action: Making Your Healthcare Facility Literacy-Friendly by Rima E. Rudd and Jennie E. Anderson The guide and the review tools found within it offer an approach for analyzing literacy-related barriers to healthcare access and navigation. The findings of such a review could spark discussions and help shape strategies to eliminate literacy barriers and enhance health literacy. For more information and to download the guide, go to: http://www.ncsall.net/?id=1163 **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070117/3e258e88/attachment.html From MariannF at lacnyc.org Wed Jan 24 10:38:40 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Wed, 24 Jan 2007 10:38:40 -0500 Subject: [Technology 814] Topics for 2007 Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83294E0@lac-exch.lacnyc.local> Hello Tech list colleagues, Below are the discussion topics you have suggested we pursue in the upcoming year. Thank you to all who participated in developing this list and who also made suggestions about discussion guests to lead conversations. I will be setting up dates with guests in the upcoming weeks related to these topics. Another recent suggestion I received and very much liked was to have panel of practitioners/subscribers to the Tech list lead discussions (in addition to bringing on researchers and other high level leaders in the field). So in a subsequent message I will put out a call for volunteers among us to lead discussions for the list on some select topics. Best regards, Mariann Technology Discussion List Topic Recommendations for 2007: 1. I would like to learn more about teaching our students make better use of their cell phones. Most students have them but many don't know how to use their voicemail, pictures, downloading, etc., especially older students. 2. I would like to see discussed the issue of slow computer learners- either due to lack of experience, age, low literacy skills, lack of interest/need, no computer in the home. 3. I would like to see the Technology list introduce our field to some technologies in the context of their use/possible use in adult ed. These might include, for example: 1) mobile phones 2) web-accessible PDAs 3) tablet PCs 4) e-books and e-book readers 5) wikis for writing projects 6) electronic white boards 7) inexpensive (under $500) multimedia (e.g. LCD) projectors 8) video Ipods with high quality video goggles (intended for video but maybe useful for reading text?) 4, I would like to see discussions about technology in the context of specific adult literacy setting, similar to the discussion we had about technology and learning disabilities; for example, technology and workforce development, technology and English language instruction, technology and reading acquisition. 5. I would be interested in more discussion about on-line learning, distance learning, and using these technologies to extend the reach of the classroom. 6. I would like to learn more about the basic skills students need to engage effectively with computers and make the most of computer assisted instruction or computer-based instruction. 7. I would like to see a discussion of low tech instructional media such as DVD/Video based instruction. 8. I would like to see a website where all of the links and pages suggested on the discussion list like the comic strip and others written about in the list, so that they are easily accessible from one source. The list serve has so many good ideas that it is hard to keep all of the messages and links on the users hard drive or e-mail accounts. 9. I would like to see a discussion of how the NIMAS legislation and requirements have been implemented (or not) in various states, the potential impact of digital text access for increasing literacy for all students, and the barriers/problems that states are facing and how they are being addressed. 10. I would like to see a discussion of the actual impact of Universal Design for Learning approaches & strategies on literacy access and literacy levels for students - perhaps discussing from the focus of various group needs and interests - ELL, gifted & talented, special needs, early chidhood, elementary, secondary, post-secondary 11. I would be interested in seeing a discussion about state tech plans for adult learners and ABE practitioners. In other words, what states have developed and implemented learner-centered tech plans that incorporate competencies? What was the process like? The timeframe? To what resources did they look when developing their own plan and competencies? How are plans being implemented? 12. I would like to learn more about using online instruction for professional development. I'm already doing some of it, but I feel as though I'm re-inventing the wheel with every course I develop! Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070124/adc04559/attachment.html From wbquinones at comcast.net Wed Jan 24 11:17:14 2007 From: wbquinones at comcast.net (Wendy Quinones) Date: Wed, 24 Jan 2007 11:17:14 -0500 Subject: [Technology 814] Re: Topics for 2007 References: <6E8BC13A30982C44BCD32B38FB8F5AB83294E0@lac-exch.lacnyc.local> Message-ID: <007f01c73fd3$1c4c24b0$a500a8c0@nscdd05> Great list! Wendy Quinones ----- Original Message ----- From: Mariann Fedele To: The Technology and Literacy Discussion List Sent: Wednesday, January 24, 2007 10:38 AM Subject: [Technology 814] Topics for 2007 Hello Tech list colleagues, Below are the discussion topics you have suggested we pursue in the upcoming year. Thank you to all who participated in developing this list and who also made suggestions about discussion guests to lead conversations. I will be setting up dates with guests in the upcoming weeks related to these topics. Another recent suggestion I received and very much liked was to have panel of practitioners/subscribers to the Tech list lead discussions (in addition to bringing on researchers and other high level leaders in the field). So in a subsequent message I will put out a call for volunteers among us to lead discussions for the list on some select topics. Best regards, Mariann Technology Discussion List Topic Recommendations for 2007: 1. I would like to learn more about teaching our students make better use of their cell phones. Most students have them but many don't know how to use their voicemail, pictures, downloading, etc., especially older students. 2. I would like to see discussed the issue of slow computer learners- either due to lack of experience, age, low literacy skills, lack of interest/need, no computer in the home. 3. I would like to see the Technology list introduce our field to some technologies in the context of their use/possible use in adult ed. These might include, for example: 1) mobile phones 2) web-accessible PDAs 3) tablet PCs 4) e-books and e-book readers 5) wikis for writing projects 6) electronic white boards 7) inexpensive (under $500) multimedia (e.g. LCD) projectors 8) video Ipods with high quality video goggles (intended for video but maybe useful for reading text?) 4, I would like to see discussions about technology in the context of specific adult literacy setting, similar to the discussion we had about technology and learning disabilities; for example, technology and workforce development, technology and English language instruction, technology and reading acquisition. 5. I would be interested in more discussion about on-line learning, distance learning, and using these technologies to extend the reach of the classroom. 6. I would like to learn more about the basic skills students need to engage effectively with computers and make the most of computer assisted instruction or computer-based instruction. 7. I would like to see a discussion of low tech instructional media such as DVD/Video based instruction. 8. I would like to see a website where all of the links and pages suggested on the discussion list like the comic strip and others written about in the list, so that they are easily accessible from one source. The list serve has so many good ideas that it is hard to keep all of the messages and links on the users hard drive or e-mail accounts. 9. I would like to see a discussion of how the NIMAS legislation and requirements have been implemented (or not) in various states, the potential impact of digital text access for increasing literacy for all students, and the barriers/problems that states are facing and how they are being addressed. 10. I would like to see a discussion of the actual impact of Universal Design for Learning approaches & strategies on literacy access and literacy levels for students - perhaps discussing from the focus of various group needs and interests - ELL, gifted & talented, special needs, early chidhood, elementary, secondary, post-secondary 11. I would be interested in seeing a discussion about state tech plans for adult learners and ABE practitioners. In other words, what states have developed and implemented learner-centered tech plans that incorporate competencies? What was the process like? The timeframe? To what resources did they look when developing their own plan and competencies? How are plans being implemented? 12. I would like to learn more about using online instruction for professional development. I'm already doing some of it, but I feel as though I'm re-inventing the wheel with every course I develop! Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070124/cd22c5be/attachment.html From haywoodmedspec at yahoo.com Wed Jan 24 13:55:14 2007 From: haywoodmedspec at yahoo.com (Amy Haywood) Date: Wed, 24 Jan 2007 10:55:14 -0800 (PST) Subject: [Technology 815] Re: Topics for 2007 In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB83294E0@lac-exch.lacnyc.local> Message-ID: <506153.55743.qm@web35015.mail.mud.yahoo.com> Can't wait for the new discussions to begin. I am a Media Specialist at a Correctional Facility in Delaware and gaining more knowledge on some of the topics listed below would really help me. Thank you. Mariann Fedele wrote: st1\:*{behavior:url(#default#ieooui) } Hello Tech list colleagues, Below are the discussion topics you have suggested we pursue in the upcoming year. Thank you to all who participated in developing this list and who also made suggestions about discussion guests to lead conversations. I will be setting up dates with guests in the upcoming weeks related to these topics. Another recent suggestion I received and very much liked was to have panel of practitioners/subscribers to the Tech list lead discussions (in addition to bringing on researchers and other high level leaders in the field). So in a subsequent message I will put out a call for volunteers among us to lead discussions for the list on some select topics. Best regards, Mariann Technology Discussion List Topic Recommendations for 2007: 1. I would like to learn more about teaching our students make better use of their cell phones. Most students have them but many don't know how to use their voicemail, pictures, downloading, etc., especially older students. 2. I would like to see discussed the issue of slow computer learners- either due to lack of experience, age, low literacy skills, lack of interest/need, no computer in the home. 3. I would like to see the Technology list introduce our field to some technologies in the context of their use/possible use in adult ed. These might include, for example: 1) mobile phones 2) web-accessible PDAs 3) tablet PCs 4) e-books and e-book readers 5) wikis for writing projects 6) electronic white boards 7) inexpensive (under $500) multimedia (e.g. LCD) projectors 8) video Ipods with high quality video goggles (intended for video but maybe useful for reading text?) 4, I would like to see discussions about technology in the context of specific adult literacy setting, similar to the discussion we had about technology and learning disabilities; for example, technology and workforce development, technology and English language instruction, technology and reading acquisition. 5. I would be interested in more discussion about on-line learning, distance learning, and using these technologies to extend the reach of the classroom. 6. I would like to learn more about the basic skills students need to engage effectively with computers and make the most of computer assisted instruction or computer-based instruction. 7. I would like to see a discussion of low tech instructional media such as DVD/Video based instruction. 8. I would like to see a website where all of the links and pages suggested on the discussion list like the comic strip and others written about in the list, so that they are easily accessible from one source. The list serve has so many good ideas that it is hard to keep all of the messages and links on the users hard drive or e-mail accounts. 9. I would like to see a discussion of how the NIMAS legislation and requirements have been implemented (or not) in various states, the potential impact of digital text access for increasing literacy for all students, and the barriers/problems that states are facing and how they are being addressed. 10. I would like to see a discussion of the actual impact of Universal Design for Learning approaches & strategies on literacy access and literacy levels for students - perhaps discussing from the focus of various group needs and interests - ELL, gifted & talented, special needs, early chidhood, elementary, secondary, post-secondary 11. I would be interested in seeing a discussion about state tech plans for adult learners and ABE practitioners. In other words, what states have developed and implemented learner-centered tech plans that incorporate competencies? What was the process like? The timeframe? To what resources did they look when developing their own plan and competencies? How are plans being implemented? 12. I would like to learn more about using online instruction for professional development. I'm already doing some of it, but I feel as though I'm re-inventing the wheel with every course I develop! Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Amy L. Haywood,Independent Consultant Arbonne International haywoodmedspec at yahoo.com (home)302-737-5686 (cell)302-563-1358 (work)302-577-3004 ext.1180 --------------------------------- No need to miss a message. Get email on-the-go with Yahoo! Mail for Mobile. Get started. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070124/a81a64f0/attachment.html From ejonline at comcast.net Wed Jan 24 15:36:09 2007 From: ejonline at comcast.net (ejonline at comcast.net) Date: Wed, 24 Jan 2007 20:36:09 +0000 Subject: [Technology 816] National Reading Conference Message-ID: <012420072036.18365.45B7C339000015DB000047BD22135285730A0207040201060A@comcast.net> Research Award Opportunity National Reading Conference - J. Michael Parker Award The National Reading Conference awards the J. Michael Parker Award to encourage research in adult literacy. The award is given to graduate students and untenured professors who present research on adult learning or education at the annual conference. Recipients of the award will receive $300 towards their conference expenses and will be recognized during a general session of the conference. The award was established in 2001 in honor of J. Michael Parker, winner of National Reading Conference?s Student Research Award. The call for papers is available online now at www.nrconline.org. When submitting your proposal please indicate that you will be applying for the J. Michael Parker Award (noted at the bottom of the personal information page). Applicants will be required to submit the full paper (25 pages or less) electronically by October 1st, 2007. Committee members will rate the submissions on the following criteria: 1. The research is capable of making a significant contribution to theory and/or practice of adult learning and instruction. 2. The methodology is appropriate to the research question and of sufficient rigor. 3. Implications of the research are of a scope needed to impact the field. I encourage you to apply to the conference and for the award. If you have any questions, please feel free to contact me at the address below. Thank you. Erik Jacobson, Chair NRC J. Michael Parker Award jacobsone at mail.montclair.edu From Barry.Burkett at Franklin.kyschools.us Thu Jan 25 13:50:02 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Thu, 25 Jan 2007 13:50:02 -0500 Subject: [Technology 817] Use of Video Cam- last minute registration Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198ED34@ED181X1.franklin.ketsds.net> Hello all, I believe there are nine seats available for the elluminate webinar tomorrow. The meeting will be from 10:00- 11:00 a.m., the room is available until 11:30 for further discussion. Responses gathered from initial respondants have the meeting revolving around shooting, editing and uploading video (Erika and I will be sharing why we chose the camera we did, the camera's pre-packaged editing software, the current editing software we use, format problems, etc). Pretty bare bone stuff. I want side conversation/brainstorming to occur as well. Conversations could revolve around Best Practice Modeling, Web Based Literacy Instruction, off the wall ideas that lead to discussion, etc. If there is more you would like included in the presentation please let me know and I will try and accommodate the request. If you would like to join the Webinar e-mail either myself, barry.burkett at franklin.kyschools.us, or erika.larson at ky.gov, by 9:45 a.m. tomorrow morning and we will handle your reqest as best possible. Any questions? Drop me a line and I will get the best answer I can find! Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070125/5d2741c2/attachment.html From MariannF at lacnyc.org Thu Jan 25 15:03:48 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 25 Jan 2007 15:03:48 -0500 Subject: [Technology 818] Re: Use of Video Cam- last minute registration Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8329580@lac-exch.lacnyc.local> Hello Barry, This is really a terrific opportunity you are making available to the field at large and to the Tech list specifically. Please share with the Tech list any of the ideas and products that are developed. As well, please share your experience facilitating the webinar. Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Burkett, Barry Sent: Thursday, January 25, 2007 1:50 PM To: The Technology and Literacy Discussion List Cc: Larson, Erika (KYAE) Subject: [Technology 817] Use of Video Cam- last minute registration Hello all, I believe there are nine seats available for the elluminate webinar tomorrow. The meeting will be from 10:00- 11:00 a.m., the room is available until 11:30 for further discussion. Responses gathered from initial respondants have the meeting revolving around shooting, editing and uploading video (Erika and I will be sharing why we chose the camera we did, the camera's pre-packaged editing software, the current editing software we use, format problems, etc). Pretty bare bone stuff. I want side conversation/brainstorming to occur as well. Conversations could revolve around Best Practice Modeling, Web Based Literacy Instruction, off the wall ideas that lead to discussion, etc. If there is more you would like included in the presentation please let me know and I will try and accommodate the request. If you would like to join the Webinar e-mail either myself, barry.burkett at franklin.kyschools.us, or erika.larson at ky.gov, by 9:45 a.m. tomorrow morning and we will handle your reqest as best possible. Any questions? Drop me a line and I will get the best answer I can find! Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070125/4654d109/attachment.html From Barry.Burkett at Franklin.kyschools.us Thu Jan 25 15:11:12 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Thu, 25 Jan 2007 15:11:12 -0500 Subject: [Technology 819] Re: Use of Video Cam- last minute registration In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB8329580@lac-exch.lacnyc.local> Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198ED4B@ED181X1.franklin.ketsds.net> I will be sure to do that! This is my first time leading a webinar... initiation by fire, nothing like a little scolding to make the world go round, right? ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Thursday, January 25, 2007 3:04 PM To: The Technology and Literacy Discussion List Subject: [Technology 818] Re: Use of Video Cam- last minute registration Hello Barry, This is really a terrific opportunity you are making available to the field at large and to the Tech list specifically. Please share with the Tech list any of the ideas and products that are developed. As well, please share your experience facilitating the webinar. Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Burkett, Barry Sent: Thursday, January 25, 2007 1:50 PM To: The Technology and Literacy Discussion List Cc: Larson, Erika (KYAE) Subject: [Technology 817] Use of Video Cam- last minute registration Hello all, I believe there are nine seats available for the elluminate webinar tomorrow. The meeting will be from 10:00- 11:00 a.m., the room is available until 11:30 for further discussion. Responses gathered from initial respondants have the meeting revolving around shooting, editing and uploading video (Erika and I will be sharing why we chose the camera we did, the camera's pre-packaged editing software, the current editing software we use, format problems, etc). Pretty bare bone stuff. I want side conversation/brainstorming to occur as well. Conversations could revolve around Best Practice Modeling, Web Based Literacy Instruction, off the wall ideas that lead to discussion, etc. If there is more you would like included in the presentation please let me know and I will try and accommodate the request. If you would like to join the Webinar e-mail either myself, barry.burkett at franklin.kyschools.us, or erika.larson at ky.gov, by 9:45 a.m. tomorrow morning and we will handle your reqest as best possible. Any questions? Drop me a line and I will get the best answer I can find! Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070125/4176a98c/attachment.html From pegowo at aol.com Thu Jan 25 16:01:06 2007 From: pegowo at aol.com (pegowo at aol.com) Date: Thu, 25 Jan 2007 16:01:06 -0500 Subject: [Technology 820] Re: Use of Video Cam- last minute registration In-Reply-To: <5B5DF9F227918548AD5FF668A2E84EBC0198ED34@ED181X1.franklin.ketsds.net> References: <5B5DF9F227918548AD5FF668A2E84EBC0198ED34@ED181X1.franklin.ketsds.net> Message-ID: <8C90EDB10C2FB41-874-773E@mblk-r23.sysops.aol.com> Hi Barry: In advance, here are the 3-4 questions I may not be able to ask on air without a hooked up mike- Perhaps you could offer a email address tomorrow morning where we can send in email questions while on air....? If the quality of the voice or sound is poor in one portion, do you rerecord on a different recorder and edit in? Have you used a webcam? What are your reflections on that? How many hours did every aspect of the project take? What reactions followed the program delivery? Again, thanks for doing this. Margaret Van Duyne -----Original Message----- From: Barry.Burkett at Franklin.kyschools.us To: technology at nifl.gov Cc: Erika.Larson at ky.gov Sent: Thu, 25 Jan 2007 1:50 PM Subject: [Technology 817] Use of Video Cam- last minute registration Hello all, I believe there are nine seats available for the elluminate webinar tomorrow. The meeting will be from 10:00- 11:00 a.m., the room is available until 11:30 for further discussion. Responses gathered from initial respondants have the meeting revolving around shooting, editing and uploading video (Erika and I will be sharing why we chose the camera we did, the camera's pre-packaged editing software, the current editing software we use, format problems, etc). Pretty bare bone stuff. I want side conversation/brainstorming to occur as well. Conversations could revolve around Best Practice Modeling, Web Based Literacy Instruction, off the wall ideas that lead to discussion, etc. If there is more you would like included in the presentation please let me know and I will try and accommodate the request. If you would like to join the Webinar e-mail either myself, barry.burkett at franklin.kyschools.us, or erika.larson at ky.gov, by 9:45 a.m. tomorrow morning and we will handle your reqest as best possible. Any questions? Drop me a line and I will get the best answer I can find! Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology ________________________________________________________________________ Check out the new AOL. Most comprehensive set of free safety and security tools, free access to millions of high-quality videos from across the web, free AOL Mail and more. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070125/3eb1fd5f/attachment.html From wbquinones at comcast.net Thu Jan 25 19:37:28 2007 From: wbquinones at comcast.net (Wendy Quinones) Date: Thu, 25 Jan 2007 19:37:28 -0500 Subject: [Technology 821] Re: Use of Video Cam- last minute registration References: <5B5DF9F227918548AD5FF668A2E84EBC0198ED34@ED181X1.franklin.ketsds.net> Message-ID: <001001c740e2$287ebe90$a500a8c0@nscdd05> Use of Video Cam- last minute registrationHi Barry, Priscilla Lee, plee at cambridgema.gov, my workplace tech coordinator, has not received her invitation yet. Another staff member, Joseph Passeri, jpasseri at yahoo.com, would also like to take part. Thanks, Wendy Quinones ----- Original Message ----- From: Burkett, Barry To: The Technology and Literacy Discussion List Cc: Larson, Erika (KYAE) Sent: Thursday, January 25, 2007 1:50 PM Subject: [Technology 817] Use of Video Cam- last minute registration Hello all, I believe there are nine seats available for the elluminate webinar tomorrow. The meeting will be from 10:00- 11:00 a.m., the room is available until 11:30 for further discussion. Responses gathered from initial respondants have the meeting revolving around shooting, editing and uploading video (Erika and I will be sharing why we chose the camera we did, the camera's pre-packaged editing software, the current editing software we use, format problems, etc). Pretty bare bone stuff. I want side conversation/brainstorming to occur as well. Conversations could revolve around Best Practice Modeling, Web Based Literacy Instruction, off the wall ideas that lead to discussion, etc. If there is more you would like included in the presentation please let me know and I will try and accommodate the request. If you would like to join the Webinar e-mail either myself, barry.burkett at franklin.kyschools.us, or erika.larson at ky.gov, by 9:45 a.m. tomorrow morning and we will handle your reqest as best possible. Any questions? Drop me a line and I will get the best answer I can find! Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070125/71ce9299/attachment.html From laferlazzo at aol.com Mon Jan 29 16:03:40 2007 From: laferlazzo at aol.com (laferlazzo at aol.com) Date: Mon, 29 Jan 2007 16:03:40 -0500 Subject: [Technology 822] Re: Suggestions for good blogs In-Reply-To: <012420072036.18365.45B7C339000015DB000047BD22135285730A0207040201060A@comcast.net> References: <012420072036.18365.45B7C339000015DB000047BD22135285730A0207040201060A@comcast.net> Message-ID: <8C91200168E44B7-1510-B2D@WEBMAIL-MB01.sysops.aol.com> Hi, Everybody, I was wondering if people had suggestions of blogs that are particularly good for ESL teachers and others that might relate ESL to technology. One blog that I particularly like, even though it's not directly connected to ESL, is the Web Savvy Educator (http://www.techsavvyed.net/) . I've found a number of useful posts in it. Larry Ferlazzo -----Original Message----- From: ejonline at comcast.net To: technology at nifl.gov Sent: Wed, 24 Jan 2007 12:36 PM Subject: [Technology 816] National Reading Conference Research Award Opportunity National Reading Conference - J. Michael Parker Award The National Reading Conference awards the J. Michael Parker Award to encourage research in adult literacy. The award is given to graduate students and untenured professors who present research on adult learning or education at the annual conference. Recipients of the award will receive $300 towards their conference expenses and will be recognized during a general session of the conference. The award was established in 2001 in honor of J. Michael Parker, winner of National Reading Conference?s Student Research Award. The call for papers is available online now at www.nrconline.org. When submitting your proposal please indicate that you will be applying for the J. Michael Parker Award (noted at the bottom of the personal information page). Applicants will be required to submit the full paper (25 pages or less) electronically by October 1st, 2007. Committee members will rate the submissions on the following criteria: 1. The research is capable of making a significant contribution to theory and/or practice of adult learning and instruction. 2. The methodology is appropriate to the research question and of sufficient rigor. 3. Implications of the research are of a scope needed to impact the field. I encourage you to apply to the conference and for the award. If you have any questions, please feel free to contact me at the address below. Thank you. Erik Jacobson, Chair NRC J. Michael Parker Award jacobsone at mail.montclair.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology ________________________________________________________________________ Check out the new AOL. Most comprehensive set of free safety and security tools, free access to millions of high-quality videos from across the web, free AOL Mail and more. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070129/d73b35a5/attachment.html From steve_quann at worlded.org Wed Jan 31 12:25:49 2007 From: steve_quann at worlded.org (Steve Quann) Date: Wed, 31 Jan 2007 12:25:49 -0500 Subject: [Technology 823] Re: Suggestions for good blogs In-Reply-To: <8C91200168E44B7-1510-B2D@WEBMAIL-MB01.sysops.aol.com> References: <012420072036.18365.45B7C339000015DB000047BD22135285730A0207040201060A@comcast.net> <8C91200168E44B7-1510-B2D@WEBMAIL-MB01.sysops.aol.com> Message-ID: <45C08ACD.BC3D.00F8.0@jsi.com> I find the Literacy Tech blog good for what's happening/what's new. http://literacytech.org/blog.html Steve Quann World Education 44 Farnsworth Street Boston, MA 617.482.9485 >>> 1/29/2007 4:03 PM >>> Hi, Everybody, I was wondering if people had suggestions of blogs that are particularly good for ESL teachers and others that might relate ESL to technology. One blog that I particularly like, even though it's not directly connected to ESL, is the Web Savvy Educator (http://www.techsavvyed.net/) . I've found a number of useful posts in it. Larry Ferlazzo -----Original Message----- From: ejonline at comcast.net To: technology at nifl.gov Sent: Wed, 24 Jan 2007 12:36 PM Subject: [Technology 816] National Reading Conference Research Award Opportunity National Reading Conference - J. Michael Parker Award The National Reading Conference awards the J. Michael Parker Award to encourage research in adult literacy. The award is given to graduate students and untenured professors who present research on adult learning or education at the annual conference. Recipients of the award will receive $300 towards their conference expenses and will be recognized during a general session of the conference. The award was established in 2001 in honor of J. Michael Parker, winner of National Reading Conference?s Student Research Award. The call for papers is available online now at www.nrconline.org. When submitting your proposal please indicate that you will be applying for the J. Michael Parker Award (noted at the bottom of the personal information page). Applicants will be required to submit the full paper (25 pages or less) electronically by October 1st, 2007. Committee members will rate the submissions on the following criteria: 1. The research is capable of making a significant contribution to theory and/or practice of adult learning and instruction. 2. The methodology is appropriate to the research question and of sufficient rigor. 3. Implications of the research are of a scope needed to impact the field. I encourage you to apply to the conference and for the award. If you have any questions, please feel free to contact me at the address below. Thank you. Erik Jacobson, Chair NRC J. Michael Parker Award jacobsone at mail.montclair.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology ________________________________________________________________________ Check out the new AOL. Most comprehensive set of free safety and security tools, free access to millions of high-quality videos from across the web, free AOL Mail and more. From Alan.Gerstle at montgomerycollege.edu Thu Feb 1 09:58:21 2007 From: Alan.Gerstle at montgomerycollege.edu (Gerstle, Alan) Date: Thu, 1 Feb 2007 09:58:21 -0500 Subject: [Technology 824] Re: Suggestions for good blogs Message-ID: <767E25E6EB68944981AA718B93201F80032264D1@MCMAIL2.mcnte.mc.cc.md.us> This is a follow-up to my previous e-mail regarding technology blogs with a focus on education. I hit the send button too quickly (which is an ironic action indicative of some of the anti-technology stances I hold. But here are the links I had planned to include from my blog www.inthetext.com , now in operation for about a year. http://inthetext.com/index.php?s=%24100+laptop http://web.archive.org/web/20040604201522/http://www.drexel.edu/doj/arch ives/2004/essay/rap_sheet_mouse.asp http://www.inthetext.com/?p=162 http://www.inthetext.com/?p=156 http://www.inthetext.com/?p=153 Feedback is welcomed if done in a constructive spirit! Alan Gerstle -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Steve Quann Sent: Wednesday, January 31, 2007 12:26 PM To: technology at nifl.gov Subject: [Technology 823] Re: Suggestions for good blogs I find the Literacy Tech blog good for what's happening/what's new. http://literacytech.org/blog.html Steve Quann World Education 44 Farnsworth Street Boston, MA 617.482.9485 >>> 1/29/2007 4:03 PM >>> Hi, Everybody, I was wondering if people had suggestions of blogs that are particularly good for ESL teachers and others that might relate ESL to technology. One blog that I particularly like, even though it's not directly connected to ESL, is the Web Savvy Educator (http://www.techsavvyed.net/) . I've found a number of useful posts in it. Larry Ferlazzo -----Original Message----- From: ejonline at comcast.net To: technology at nifl.gov Sent: Wed, 24 Jan 2007 12:36 PM Subject: [Technology 816] National Reading Conference Research Award Opportunity National Reading Conference - J. Michael Parker Award The National Reading Conference awards the J. Michael Parker Award to encourage research in adult literacy. The award is given to graduate students and untenured professors who present research on adult learning or education at the annual conference. Recipients of the award will receive $300 towards their conference expenses and will be recognized during a general session of the conference. The award was established in 2001 in honor of J. Michael Parker, winner of National Reading Conference's Student Research Award. The call for papers is available online now at www.nrconline.org. When submitting your proposal please indicate that you will be applying for the J. Michael Parker Award (noted at the bottom of the personal information page). Applicants will be required to submit the full paper (25 pages or less) electronically by October 1st, 2007. Committee members will rate the submissions on the following criteria: 1. The research is capable of making a significant contribution to theory and/or practice of adult learning and instruction. 2. The methodology is appropriate to the research question and of sufficient rigor. 3. Implications of the research are of a scope needed to impact the field. I encourage you to apply to the conference and for the award. If you have any questions, please feel free to contact me at the address below. Thank you. Erik Jacobson, Chair NRC J. Michael Parker Award jacobsone at mail.montclair.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology ________________________________________________________________________ Check out the new AOL. Most comprehensive set of free safety and security tools, free access to millions of high-quality videos from across the web, free AOL Mail and more. ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From Alan.Gerstle at montgomerycollege.edu Thu Feb 1 10:02:31 2007 From: Alan.Gerstle at montgomerycollege.edu (Gerstle, Alan) Date: Thu, 1 Feb 2007 10:02:31 -0500 Subject: [Technology 825] FW: Re: Suggestions for good blogs Message-ID: <767E25E6EB68944981AA718B93201F80032264D3@MCMAIL2.mcnte.mc.cc.md.us> -----Original Message----- From: Gerstle, Alan Sent: Thursday, February 01, 2007 9:58 AM To: 'The Technology and Literacy Discussion List' Subject: RE: [Technology 823] Re: Suggestions for good blogs This is a follow-up to my previous e-mail regarding technology blogs with a focus on education. I hit the send button too quickly (which is an ironic action indicative of some of the anti-technology stances I hold. But here are the links I had planned to include from my blog www.inthetext.com , now in operation for about a year. http://inthetext.com/index.php?s=%24100+laptop http://web.archive.org/web/20040604201522/http://www.drexel.edu/doj/arch ives/2004/essay/rap_sheet_mouse.asp http://www.inthetext.com/?p=162 http://www.inthetext.com/?p=156 http://www.inthetext.com/?p=153 Feedback is welcomed if done in a constructive spirit! Alan Gerstle -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Steve Quann Sent: Wednesday, January 31, 2007 12:26 PM To: technology at nifl.gov Subject: [Technology 823] Re: Suggestions for good blogs I find the Literacy Tech blog good for what's happening/what's new. http://literacytech.org/blog.html Steve Quann World Education 44 Farnsworth Street Boston, MA 617.482.9485 >>> 1/29/2007 4:03 PM >>> Hi, Everybody, I was wondering if people had suggestions of blogs that are particularly good for ESL teachers and others that might relate ESL to technology. One blog that I particularly like, even though it's not directly connected to ESL, is the Web Savvy Educator (http://www.techsavvyed.net/) . I've found a number of useful posts in it. Larry Ferlazzo -----Original Message----- From: ejonline at comcast.net To: technology at nifl.gov Sent: Wed, 24 Jan 2007 12:36 PM Subject: [Technology 816] National Reading Conference Research Award Opportunity National Reading Conference - J. Michael Parker Award The National Reading Conference awards the J. Michael Parker Award to encourage research in adult literacy. The award is given to graduate students and untenured professors who present research on adult learning or education at the annual conference. Recipients of the award will receive $300 towards their conference expenses and will be recognized during a general session of the conference. The award was established in 2001 in honor of J. Michael Parker, winner of National Reading Conference's Student Research Award. The call for papers is available online now at www.nrconline.org. When submitting your proposal please indicate that you will be applying for the J. Michael Parker Award (noted at the bottom of the personal information page). Applicants will be required to submit the full paper (25 pages or less) electronically by October 1st, 2007. Committee members will rate the submissions on the following criteria: 1. The research is capable of making a significant contribution to theory and/or practice of adult learning and instruction. 2. The methodology is appropriate to the research question and of sufficient rigor. 3. Implications of the research are of a scope needed to impact the field. I encourage you to apply to the conference and for the award. If you have any questions, please feel free to contact me at the address below. Thank you. Erik Jacobson, Chair NRC J. Michael Parker Award jacobsone at mail.montclair.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology ________________________________________________________________________ Check out the new AOL. Most comprehensive set of free safety and security tools, free access to millions of high-quality videos from across the web, free AOL Mail and more. ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From gradplan1 at gmail.com Thu Feb 1 19:55:48 2007 From: gradplan1 at gmail.com (Cindy J Holden) Date: Thu, 1 Feb 2007 19:55:48 -0500 Subject: [Technology 826] Blog VT tech ed issues Message-ID: <7662c60b0702011655k74c58057k61ffe2a94726894f@mail.gmail.com> If anyone is interested in teaching with technology in rural areas - I would love to have guest bloggers or commenters: Here I am: http://cindyholden.blogspot.com/ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070201/ffab7064/attachment.html From wbquinones at comcast.net Thu Feb 1 20:45:47 2007 From: wbquinones at comcast.net (Wendy Quinones) Date: Thu, 1 Feb 2007 20:45:47 -0500 Subject: [Technology 827] Uses for handheld devices Message-ID: <001001c7466b$dcecf430$a500a8c0@nscdd05> Hi all, Thought you might like to see this. Wendy Quinones -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070201/68f83a64/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Augmented reality.doc Type: application/msword Size: 33280 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070201/68f83a64/attachment.doc From gradplan1 at gmail.com Fri Feb 2 17:46:04 2007 From: gradplan1 at gmail.com (Cindy J Holden) Date: Fri, 2 Feb 2007 17:46:04 -0500 Subject: [Technology 828] Re: Suggestions for good blogs In-Reply-To: <767E25E6EB68944981AA718B93201F80032264D1@MCMAIL2.mcnte.mc.cc.md.us> References: <767E25E6EB68944981AA718B93201F80032264D1@MCMAIL2.mcnte.mc.cc.md.us> Message-ID: <7662c60b0702021446v2e3fedf0l11bd674c4150ad90@mail.gmail.com> Thank you, Alan G, for sending links to your blog. It looks interesting, and I plan to read through later this evening. I also hit the send button prematurely - forgetting to identify myself yesterday in a post to this listserve. Here is try number 2 (oh the humanity) I have reactivated a blog that I started as a grad school assignment (Marlboro College - Masters in Teaching with Technology). The conversation currently is around educational leapfrogging in Vermont and the ways technology makes that possible (or not). I would love to have guest blog entries from people with fresh ideas for drop out recovery programs especially - but all ideas related to teaching and technology can be entertained. The social networking that is so important to success for youth is also important for me - but I find I have to push myself to get started. I do not fit the blogger stereotype you so aptly describe - I am a single working mother from a hill tribe village and the only member of my family to attend college (so far). My blog: Metacogitation Cindy Holden High School Liaison Southern Vermont On 2/1/07, Gerstle, Alan wrote: > > This is a follow-up to my previous e-mail regarding technology blogs > with a focus on education. I hit the send button too quickly (which is > an ironic action indicative of some of the anti-technology stances I > hold. But here are the links I had planned to include from my blog > www.inthetext.com , now in operation for about a year. > > > http://inthetext.com/index.php?s=%24100+laptop > > http://web.archive.org/web/20040604201522/http://www.drexel.edu/doj/arch > ives/2004/essay/rap_sheet_mouse.asp > > http://www.inthetext.com/?p=162 > > http://www.inthetext.com/?p=156 > > http://www.inthetext.com/?p=153 > > Feedback is welcomed if done in a constructive spirit! > > Alan Gerstle > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Steve Quann > Sent: Wednesday, January 31, 2007 12:26 PM > To: technology at nifl.gov > Subject: [Technology 823] Re: Suggestions for good blogs > > I find the Literacy Tech blog good for what's happening/what's new. > http://literacytech.org/blog.html > > > > Steve Quann > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > > >>> 1/29/2007 4:03 PM >>> > > Hi, Everybody, > > I was wondering if people had suggestions of blogs that are particularly > good for ESL teachers and others that might relate ESL to technology. > > One blog that I particularly like, even though it's not directly > connected to ESL, is the Web Savvy Educator > (http://www.techsavvyed.net/) . I've found a number of useful posts in > it. > > Larry Ferlazzo > > -----Original Message----- > From: ejonline at comcast.net > To: technology at nifl.gov > Sent: Wed, 24 Jan 2007 12:36 PM > Subject: [Technology 816] National Reading Conference > > > Research Award Opportunity > > National Reading Conference - J. Michael Parker Award > > The National Reading Conference awards the J. Michael Parker Award to > encourage > research in adult literacy. The award is given to graduate students and > untenured professors who present research on adult learning or education > at the > annual conference. Recipients of the award will receive $300 towards > their > conference expenses and will be recognized during a general session of > the > conference. The award was established in 2001 in honor of J. Michael > Parker, > winner of National Reading Conference's Student Research Award. > > The call for papers is available online now at www.nrconline.org. When > submitting your proposal please indicate that you will be applying for > the J. > Michael Parker Award (noted at the bottom of the personal information > page). > Applicants will be required to submit the full paper (25 pages or less) > electronically by October 1st, 2007. Committee members will rate the > submissions on the following criteria: > > 1. The research is capable of making a significant contribution to > theory > and/or practice of adult learning and instruction. > > 2. The methodology is appropriate to the research question and of > sufficient > rigor. > > 3. Implications of the research are of a scope needed to impact the > field. > > I encourage you to apply to the conference and for the award. If you > have any > questions, please feel free to contact me at the address below. > > Thank you. > > Erik Jacobson, Chair > NRC J. Michael Parker Award > jacobsone at mail.montclair.edu > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > ________________________________________________________________________ > Check out the new AOL. Most comprehensive set of free safety and > security tools, free access to millions of high-quality videos from > across the web, free AOL Mail and more. > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070202/23061c39/attachment.html From gradplan1 at gmail.com Fri Feb 2 18:03:27 2007 From: gradplan1 at gmail.com (Cindy J Holden) Date: Fri, 2 Feb 2007 18:03:27 -0500 Subject: [Technology 829] Re: Technology 824 blogs- Message-ID: <7662c60b0702021503m7b98a329le53e6e72e1e52e43@mail.gmail.com> (This one has a working link) Thank you, Alan G, for sending links to your blog. It looks interesting, and I plan to read through later this evening. I also hit the send button prematurely - forgetting to identify myself yesterday in a post to this listserve. Here is try number 2 (oh the humanity) I have reactivated a blog that I started as a grad school assignment (Marlboro College - Masters in Teaching with Technology). The conversation currently is around educational leapfrogging in Vermont and the ways technology makes that possible (or not). I would love to have guest blog entries from people with fresh ideas for drop out recovery programs especially - but all ideas related to teaching and technology can be entertained. The social networking that is so important to success for youth is also important for me - but I find I have to push myself to get started. I do not fit the blogger stereotype you so aptly describe - I am a single working mother from a hill tribe village and the only member of my family to attend college (so far). My blog: Metacogitation Cindy Holden High School Liaison Southern Vermont -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070202/28ef450d/attachment.html From gradplan1 at gmail.com Sat Feb 3 14:19:16 2007 From: gradplan1 at gmail.com (Cindy J Holden) Date: Sat, 3 Feb 2007 14:19:16 -0500 Subject: [Technology 830] Re: Suggestions for good blogs In-Reply-To: <7662c60b0702021446v2e3fedf0l11bd674c4150ad90@mail.gmail.com> References: <767E25E6EB68944981AA718B93201F80032264D1@MCMAIL2.mcnte.mc.cc.md.us> <7662c60b0702021446v2e3fedf0l11bd674c4150ad90@mail.gmail.com> Message-ID: <7662c60b0702031119h5512428qff56df760aa53cef@mail.gmail.com> Metacogitation working link :) On 2/2/07, Cindy J Holden wrote: > > Thank you, Alan G, for sending links to your blog. It looks interesting, > and I plan to read through later this evening. I also hit the send button > prematurely - forgetting to identify myself yesterday in a post to this > listserve. Here is try number 2 (oh the humanity) > > I have reactivated a blog that I started as a grad school assignment > (Marlboro College - Masters in Teaching with Technology). The conversation > currently is around educational leapfrogging in Vermont and the ways > technology makes that possible (or not). I would love to have guest blog > entries from people with fresh ideas for drop out recovery programs > especially - but all ideas related to teaching and technology can be > entertained. > The social networking that is so important to success for youth is also > important for me - but I find I have to push myself to get started. > I do not fit the blogger stereotype you so aptly describe - I am a single > working mother from a hill tribe village and the only member of my family to > attend college (so far). My blog: > > Metacogitation > > Cindy Holden > High School Liaison > Southern Vermont > > > On 2/1/07, Gerstle, Alan wrote: > > > > This is a follow-up to my previous e-mail regarding technology blogs > > with a focus on education. I hit the send button too quickly (which is > > an ironic action indicative of some of the anti-technology stances I > > hold. But here are the links I had planned to include from my blog > > www.inthetext.com , now in operation for about a year. > > > > > > http://inthetext.com/index.php?s=%24100+laptop > > > > http://web.archive.org/web/20040604201522/http://www.drexel.edu/doj/arch > > > > ives/2004/essay/rap_sheet_mouse.asp > > > > http://www.inthetext.com/?p=162 > > > > http://www.inthetext.com/?p=156 > > > > http://www.inthetext.com/?p=153 > > > > Feedback is welcomed if done in a constructive spirit! > > > > Alan Gerstle > > > > -----Original Message----- > > From: technology-bounces at nifl.gov [mailto: technology-bounces at nifl.gov ] > > On Behalf Of Steve Quann > > Sent: Wednesday, January 31, 2007 12:26 PM > > To: technology at nifl.gov > > Subject: [Technology 823] Re: Suggestions for good blogs > > > > I find the Literacy Tech blog good for what's happening/what's new. > > http://literacytech.org/blog.html > > > > > > > > Steve Quann > > World Education > > 44 Farnsworth Street > > Boston, MA > > 617.482.9485 > > > > > > >>> < laferlazzo at aol.com> 1/29/2007 4:03 PM >>> > > > > Hi, Everybody, > > > > I was wondering if people had suggestions of blogs that are particularly > > good for ESL teachers and others that might relate ESL to technology. > > > > One blog that I particularly like, even though it's not directly > > connected to ESL, is the Web Savvy Educator > > ( http://www.techsavvyed.net/) . I've found a number of useful posts in > > > > it. > > > > Larry Ferlazzo > > > > -----Original Message----- > > From: ejonline at comcast.net > > To: technology at nifl.gov > > Sent: Wed, 24 Jan 2007 12:36 PM > > Subject: [Technology 816] National Reading Conference > > > > > > Research Award Opportunity > > > > National Reading Conference - J. Michael Parker Award > > > > The National Reading Conference awards the J. Michael Parker Award to > > encourage > > research in adult literacy. The award is given to graduate students and > > untenured professors who present research on adult learning or education > > at the > > annual conference. Recipients of the award will receive $300 towards > > their > > conference expenses and will be recognized during a general session of > > the > > conference. The award was established in 2001 in honor of J. Michael > > Parker, > > winner of National Reading Conference's Student Research Award. > > > > The call for papers is available online now at www.nrconline.org. When > > submitting your proposal please indicate that you will be applying for > > the J. > > Michael Parker Award (noted at the bottom of the personal information > > page). > > Applicants will be required to submit the full paper (25 pages or less) > > electronically by October 1st, 2007. Committee members will rate the > > submissions on the following criteria: > > > > 1. The research is capable of making a significant contribution to > > theory > > and/or practice of adult learning and instruction. > > > > 2. The methodology is appropriate to the research question and of > > sufficient > > rigor. > > > > 3. Implications of the research are of a scope needed to impact the > > field. > > > > I encourage you to apply to the conference and for the award. If you > > have any > > questions, please feel free to contact me at the address below. > > > > Thank you. > > > > Erik Jacobson, Chair > > NRC J. Michael Parker Award > > jacobsone at mail.montclair.edu > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > ________________________________________________________________________ > > Check out the new AOL. Most comprehensive set of free safety and > > security tools, free access to millions of high-quality videos from > > across the web, free AOL Mail and more. > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070203/d76fdd92/attachment.html From nsalehi at themlc.org Mon Feb 5 12:38:30 2007 From: nsalehi at themlc.org (Nima Salehi) Date: Mon, 5 Feb 2007 11:38:30 -0600 Subject: [Technology 831] Re: teaching ESL with blogs Message-ID: <054C76A556658E4DBB3B085DFB77A34758A865@mlcfs1.themlc.org> I provide teacher training on how to use blogs with ESL learners. I have a website set up with samples of teachers blogs and a handout on how to set up your own blog that can be used with students or by you to start your own blog. http://www.theMLC.org/blogs These ESL teacher blogs might provide some ideas on how to get started using blogs with your own students. To understand how these blogs are used with students begin at the bottom of the page and scroll up. Because students will see the bottom posting first, new postings are always at the top. Some of them have student comments as well. Other teachers who use this in class may have students writing comments on paper and turning them in there. Nima Nima Salehi Educational technology specialist Minnesota Literacy Council Email: nsalehi at themlc.org Phone: 651-645-2277 ext. 224 http://www.theMLC.org/edtech -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of technology-request at nifl.gov Sent: Monday, February 05, 2007 11:00 AM To: technology at nifl.gov Subject: Technology Digest, Vol 17, Issue 4 Send Technology mailing list submissions to technology at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/technology or, via email, send a message with subject or body 'help' to technology-request at nifl.gov You can reach the person managing the list at technology-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of Technology digest..." Today's Topics: 1. [Technology 830] Re: Suggestions for good blogs (Cindy J Holden) ---------------------------------------------------------------------- Message: 1 Date: Sat, 3 Feb 2007 14:19:16 -0500 From: "Cindy J Holden" Subject: [Technology 830] Re: Suggestions for good blogs To: "The Technology and Literacy Discussion List" Message-ID: <7662c60b0702031119h5512428qff56df760aa53cef at mail.gmail.com> Content-Type: text/plain; charset="iso-8859-1" Metacogitation working link :) On 2/2/07, Cindy J Holden wrote: > > Thank you, Alan G, for sending links to your blog. It looks interesting, > and I plan to read through later this evening. I also hit the send button > prematurely - forgetting to identify myself yesterday in a post to this > listserve. Here is try number 2 (oh the humanity) > > I have reactivated a blog that I started as a grad school assignment > (Marlboro College - Masters in Teaching with Technology). The conversation > currently is around educational leapfrogging in Vermont and the ways > technology makes that possible (or not). I would love to have guest blog > entries from people with fresh ideas for drop out recovery programs > especially - but all ideas related to teaching and technology can be > entertained. > The social networking that is so important to success for youth is also > important for me - but I find I have to push myself to get started. > I do not fit the blogger stereotype you so aptly describe - I am a single > working mother from a hill tribe village and the only member of my family to > attend college (so far). My blog: > > Metacogitation > > Cindy Holden > High School Liaison > Southern Vermont > > > On 2/1/07, Gerstle, Alan wrote: > > > > This is a follow-up to my previous e-mail regarding technology blogs > > with a focus on education. I hit the send button too quickly (which is > > an ironic action indicative of some of the anti-technology stances I > > hold. But here are the links I had planned to include from my blog > > www.inthetext.com , now in operation for about a year. > > > > > > http://inthetext.com/index.php?s=%24100+laptop > > > > http://web.archive.org/web/20040604201522/http://www.drexel.edu/doj/arch > > > > ives/2004/essay/rap_sheet_mouse.asp > > > > http://www.inthetext.com/?p=162 > > > > http://www.inthetext.com/?p=156 > > > > http://www.inthetext.com/?p=153 > > > > Feedback is welcomed if done in a constructive spirit! > > > > Alan Gerstle > > > > -----Original Message----- > > From: technology-bounces at nifl.gov [mailto: technology-bounces at nifl.gov ] > > On Behalf Of Steve Quann > > Sent: Wednesday, January 31, 2007 12:26 PM > > To: technology at nifl.gov > > Subject: [Technology 823] Re: Suggestions for good blogs > > > > I find the Literacy Tech blog good for what's happening/what's new. > > http://literacytech.org/blog.html > > > > > > > > Steve Quann > > World Education > > 44 Farnsworth Street > > Boston, MA > > 617.482.9485 > > > > > > >>> < laferlazzo at aol.com> 1/29/2007 4:03 PM >>> > > > > Hi, Everybody, > > > > I was wondering if people had suggestions of blogs that are particularly > > good for ESL teachers and others that might relate ESL to technology. > > > > One blog that I particularly like, even though it's not directly > > connected to ESL, is the Web Savvy Educator > > ( http://www.techsavvyed.net/) . I've found a number of useful posts in > > > > it. > > > > Larry Ferlazzo > > > > -----Original Message----- > > From: ejonline at comcast.net > > To: technology at nifl.gov > > Sent: Wed, 24 Jan 2007 12:36 PM > > Subject: [Technology 816] National Reading Conference > > > > > > Research Award Opportunity > > > > National Reading Conference - J. Michael Parker Award > > > > The National Reading Conference awards the J. Michael Parker Award to > > encourage > > research in adult literacy. The award is given to graduate students and > > untenured professors who present research on adult learning or education > > at the > > annual conference. Recipients of the award will receive $300 towards > > their > > conference expenses and will be recognized during a general session of > > the > > conference. The award was established in 2001 in honor of J. Michael > > Parker, > > winner of National Reading Conference's Student Research Award. > > > > The call for papers is available online now at www.nrconline.org. When > > submitting your proposal please indicate that you will be applying for > > the J. > > Michael Parker Award (noted at the bottom of the personal information > > page). > > Applicants will be required to submit the full paper (25 pages or less) > > electronically by October 1st, 2007. Committee members will rate the > > submissions on the following criteria: > > > > 1. The research is capable of making a significant contribution to > > theory > > and/or practice of adult learning and instruction. > > > > 2. The methodology is appropriate to the research question and of > > sufficient > > rigor. > > > > 3. Implications of the research are of a scope needed to impact the > > field. > > > > I encourage you to apply to the conference and for the award. If you > > have any > > questions, please feel free to contact me at the address below. > > > > Thank you. > > > > Erik Jacobson, Chair > > NRC J. Michael Parker Award > > jacobsone at mail.montclair.edu > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > ________________________________________________________________________ > > Check out the new AOL. Most comprehensive set of free safety and > > security tools, free access to millions of high-quality videos from > > across the web, free AOL Mail and more. > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070203/d76fdd92/a ttachment-0001.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 17, Issue 4 ***************************************** From prwhite at MadisonCounty.NET Tue Feb 6 16:21:20 2007 From: prwhite at MadisonCounty.NET (Patti White) Date: Tue, 6 Feb 2007 15:21:20 -0600 Subject: [Technology 832] Changing reading levels of text questions Message-ID: <01d001c74a34$bee85340$6401a8c0@MAINPC> I received the following request and I'm stumped. Here's the request: -------------------------------------------------------------------------------- Do you know of a computer program that takes text and offers suggestions for dropping the reading level.. As in maybe 10th grade to 5th grade...Is there software that does that other than just using the Flesch-Kincaid Readability stats and doing it by hand??? Next question..When you are adapting text for folks with literacy issues....you know how you drop the reading level down and augment with pictures...Is there a term that is used for that ..something like .modified text with pictures or something like that...???? -------------------------------------------------------------------------------- The only thing I can find that might help is the Auto Summarize feature in Microsoft Word, but it's not really appropriate. Does anyone know of some software that will drop the reading level of text? And is there a term for that process? Thanks for whatever help anyone can give, Patti White Patti White, M.Ed. Disabilities Project Manager Arkansas Adult Learning Resource Center prwhite at madisoncounty.net http://aalrc.org/resources/ld/index.aspx 800.569.3539 ph/fax/tty -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070206/410e1677/attachment.html From steve_quann at worlded.org Tue Feb 6 17:40:55 2007 From: steve_quann at worlded.org (Steve Quann) Date: Tue, 06 Feb 2007 17:40:55 -0500 Subject: [Technology 833] Re: Changing reading levels of text questions In-Reply-To: <01d001c74a34$bee85340$6401a8c0@MAINPC> References: <01d001c74a34$bee85340$6401a8c0@MAINPC> Message-ID: <45C8BDA6.BC3D.00F8.0@jsi.com> Hi Patti, Haven't used this, but I came upon it last week: http://www.usingenglish.com/resources/text-statistics.php Sounds like you already know much of this, but here is a site that might help with the creating/editing. http://www.hsph.harvard.edu/healthliteracy/materials.html I am finding that even though there are some things that just amaze me staff and students now we seem to ask too much of technology expect it to be like magic. Others? Good luck, Steve >>> "Patti White" 2/6/2007 4:21 PM >>> I received the following request and I'm stumped. Here's the request: -------------------------------------------------------------------------------- Do you know of a computer program that takes text and offers suggestions for dropping the reading level.. As in maybe 10th grade to 5th grade...Is there software that does that other than just using the Flesch-Kincaid Readability stats and doing it by hand??? Next question..When you are adapting text for folks with literacy issues....you know how you drop the reading level down and augment with pictures...Is there a term that is used for that ..something like .modified text with pictures or something like that...???? -------------------------------------------------------------------------------- The only thing I can find that might help is the Auto Summarize feature in Microsoft Word, but it's not really appropriate. Does anyone know of some software that will drop the reading level of text? And is there a term for that process? Thanks for whatever help anyone can give, Patti White Patti White, M.Ed. Disabilities Project Manager Arkansas Adult Learning Resource Center prwhite at madisoncounty.net http://aalrc.org/resources/ld/index.aspx 800.569.3539 ph/fax/tty From mpatters at ku.edu Tue Feb 6 12:46:38 2007 From: mpatters at ku.edu (Margaret Patterson) Date: Tue, 06 Feb 2007 11:46:38 -0600 Subject: [Technology 834] Save the dates for COABE 2008 In-Reply-To: Message-ID: Greetings to all adult education colleagues from your COABE 2008 planning committee! As you plan for professional development in the coming months, we invite you to save the dates for our upcoming conference, co-sponsored with Missouri Association for Adult Continuing and Community Education - Show Me Success: Empowerment through Diversity - in St Louis, Missouri, April 28 to May 1, 2008. You and your co-workers won't want to miss this rare opportunity to attend a national adult education conference held in your local region. We invite you to join the planning of the conference - volunteers are most welcome! Please contact Lorene James, Conference Co-Chair, at ljames at kcmsd.net, or 816-418-8205, or MaryAnn Kramer, Conference Co-Chair, at MaryAnn.Kramer at slps.org, or 314-367-5000. Check our conference website, www.coabeconference.org, for more information. We look forward to meeting you in St. Louis in 2008! Margaret Patterson, Ph.D. Assistant Project Coordinator/Research Associate Improving Adult Literacy Instruction University of Kansas Center for Research on Learning Division of Adult Studies Joseph R. Pearson Hall 1122 West Campus Dr., Room 708A Lawrence, KS 66045-3101 Phone 785.864.7089 Fax 785.864.5728 -------------- next part -------------- A non-text attachment was scrubbed... Name: Postcard 1-7-07.pdf Type: application/octet-stream Size: 3434079 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070206/8cbba0b7/attachment.obj From wbquinones at comcast.net Wed Feb 7 09:25:45 2007 From: wbquinones at comcast.net (Wendy Quinones) Date: Wed, 7 Feb 2007 09:25:45 -0500 Subject: [Technology 835] Internet Archive: Open Educational Resources (Beta) Message-ID: <000501c74ac3$db7f9c40$a500a8c0@nscdd05> Hi all, I stumbled on the Internet Archive website while looking for podcasts. Has anyone used it? This is the link to the specific education collection, http://www.archive.org/details/education but their homepage shows the true wealth that's here. One use that comes to my mind immediately is that I'm having my intermediate readers do poetry performances as a way of getting them to do repeated reading. The poetry recordings here could be great examples to them. Other ideas? Wendy Quinones Community Learning Center Cambridge, Massachusetts -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070207/e6090a27/attachment.html From danson at misericordia.edu Wed Feb 7 08:32:18 2007 From: danson at misericordia.edu (Denis Anson) Date: Wed, 07 Feb 2007 08:32:18 -0500 Subject: [Technology 836] Re: Changing reading levels of text questions In-Reply-To: <01d001c74a34$bee85340$6401a8c0@MAINPC> References: <01d001c74a34$bee85340$6401a8c0@MAINPC> Message-ID: <45C9D4E2.9040400@misericordia.edu> Currently, there is no good technological solution to managing reading levels. In order to reduce the reading level without losing the content, the "system" must know/understand the desired content of the written material. The only software that can do that resides inside your head. It's possible to simplify written material by breaking up compound sentences or doing synonym swaps for shorter words. Breaking up compound sentences might be relatively straight forward for well-constructed sentences, but English is so flexible that not all good writing is "well-constructed." The weakness of synonym replacement is that the meanings of the words are not quite the same (nuances matter to a good writer), and the shorter synonyms will cause meaning drift. (There is a language game where you construct lists of synonyms such that the first word and the last word have opposite meanings. The winner is the person who constructs the shortest list of synonyms.) There is also, by the way, evidence that, for marginal readers, pictures are not always helpful. A low-literacy reader may "plow" the written language, rather than skim it, and changing focus to the pictures can interfere with understanding. There is also research that says that if the pictures do not match the content (as might happen with augmenting, because you can't find just the right picture), the content of the pictures is absorbed preferentially over the content of the writing. -- Denis Anson, MS, OTR Director of Research and Development Assistive Technology Research Institute College Misericordia 301 Lake St. Dallas, PA 18612 Phone: 570-674-6413 Fax: 570-674-8054 Patti White wrote: > I received the following request and I'm stumped. Here's the request: > ------------------------------------------------------------------------ > Do you know of a computer program that takes text and offers > suggestions for dropping the reading level?? As in maybe 10th grade to > 5th grade?..Is there software that does that other than just using the > Flesch-Kincaid Readability stats and doing it by hand??? > > Next question?.When you are adapting text for folks with literacy > issues?..?you know how you drop the reading level down and augment > with pictures?..Is there a term that is used for that ?.something like > ?modified text with pictures or something like that?..???? > ------------------------------------------------------------------------ > The only thing I can find that might help is the Auto Summarize > feature in Microsoft Word, but it's not really appropriate. Does > anyone know of some software that will drop the reading level of text? > And is there a term for that process? > Thanks for whatever help anyone can give, > Patti White > *Patti White, M.Ed.* > *Disabilities Project Manager* > *Arkansas Adult Learning Resource Center* > *prwhite at madisoncounty.net* > *http://aalrc.org/resources/ld/index.aspx* > *800.569.3539 ph/fax/tty* > ------------------------------------------------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From MariannF at lacnyc.org Wed Feb 7 12:49:25 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Wed, 7 Feb 2007 12:49:25 -0500 Subject: [Technology 837] Re: Changing reading levels of text questions Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83298C2@lac-exch.lacnyc.local> Hello Patti and all, I asked one of my colleagues, Dr. Winston Lawrence, to provide a brief response to you post. The below message is forwarded to the list on his behalf: Hi Mariann: I am not aware of any software that can translate content from one reading level to another. I agree with Denis that the process has to be done in one's head. In other words you have to rewrite the material that may be written at a 12th grade level and produce a text that will be at the 6th or 7th grade level. When you are done, you would do a readability check to see the reading level. In our plain language work at the LAC, we have been mindful of the fact that substituting one word for another - swapping words or using synonyms - is not the way to go. We look at the whole passage and try to determine the purpose(s) of the text and then do a rewrite. The point raised as regards the use of pictures is also a valid - that pictures do not automatically allow low literate students to gain greater meaning. Recently, we conducted some interviews with students and showed them some visuals related to HIV from some brochures. They gave very different interpretations to the visuals and said that the visuals did not make any sense. So in using pictures, one needs to be careful about one's assumptions. The pictures need to have a known schema and should mirror the text as much as possible. Otherwise it is meaningless. -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Patti White Sent: Tuesday, February 06, 2007 4:21 PM To: The Technology and Literacy Discussion List Subject: [Technology 832] Changing reading levels of text questions I received the following request and I'm stumped. Here's the request: ________________________________ Do you know of a computer program that takes text and offers suggestions for dropping the reading level...... As in maybe 10th grade to 5th grade.....Is there software that does that other than just using the Flesch-Kincaid Readability stats and doing it by hand??? Next question....When you are adapting text for folks with literacy issues........you know how you drop the reading level down and augment with pictures.....Is there a term that is used for that ....something like ...modified text with pictures or something like that.....???? ________________________________ The only thing I can find that might help is the Auto Summarize feature in Microsoft Word, but it's not really appropriate. Does anyone know of some software that will drop the reading level of text? And is there a term for that process? Thanks for whatever help anyone can give, Patti White Patti White, M.Ed. Disabilities Project Manager Arkansas Adult Learning Resource Center prwhite at madisoncounty.net http://aalrc.org/resources/ld/index.aspx 800.569.3539 ph/fax/tty -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070207/6678ea51/attachment.html From MariannF at lacnyc.org Wed Feb 7 13:29:49 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Wed, 7 Feb 2007 13:29:49 -0500 Subject: [Technology 838] Re: Changing reading levels of text questions Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83298C8@lac-exch.lacnyc.local> Hello Steve and all, Steve, you wrote, "staff and students now we seem to ask too much of technology, expect it to be like magic." I think this comment is important to consider when thinking about how technology relates to the teaching and learning process and integrating it in a purposeful way. To begin grappling with that question a useful reference source is the report by the National Research Council titled "How People Learn: Brain, Mind, Experience, and School" (1999). Of course, there have been many advances in the technology we use since the time it was published, but many of the core findings I believe still hold true. What do others on the list think? How can these recommendations inform our practice? Following is an excerpt from the concluding chapter. LEARNING ENVIRONMENTS Tools of Technology Technology has become an important instrument in education. Computer-based technologies hold great promise both for increasing access to knowledge and as a means of promoting learning. The public imagination has been captured by the capacity of information technologies to centralize and organize large bodies of knowledge; people are excited by the prospect of information networks, such as the Internet, for linking students around the globe into communities of learners. There are five ways that technology can be used to help meet the challenges of establishing effective learning environments: 1. Bringing real-world problems into classrooms through the use of videos, demonstrations, simulations, and Internet connections to concrete data and working scientists. 2. Providing "scaffolding" support to augment what learners can do and reason about on their path to understanding. Scaffolding allows learners to participate in complex cognitive performances, such as scientific visualization and model-based learning, that is more difficult or impossible without technical support. 3. Increasing opportunities for learners to receive feedback from software tutors, teachers, and peers; to engage in reflection on their own learning processes; and to receive guidance toward progressive revisions that improve their learning and reasoning. 4. Building local and global communities of teachers, administrators, students, parents, and other interested learners. 5. Expanding opportunities for teachers' learning. An important function of some of the new technologies is their use as tools of representation. Representational thinking is central to in-depth understanding and problem representation is one of the skills that distinguish subject experts from novices. Many of the tools also have the potential to provide multiple contexts and opportunities for learning and transfer, for both student-learners and teacher-learners. Technologies can be used as learning and problem-solving tools to promote both independent learning and collaborative networks of learners and practitioners. The use of new technologies in classrooms, or the use of any learning aid for that matter, is never solely a technical matter. The new electronic technologies, like any other educational resource, are used in a social environment and are, therefore, mediated by the dialogues that students have with each other and the teacher. Educational software needs to be developed and implemented with a full understanding of the principles of learning and developmental psychology. Many new issues arise when one considers how to educate teachers to use new technologies effectively: What do they need to know about learning processes? What do they need to know about the technologies? What kinds of training are most effective for helping teachers use high-quality instructional programs? Understanding the issues that affect teachers who will be using new technologies is just as pressing as questions of the learning potential and developmental appropriateness of the technologies for children. If you want to read the whole chapter it can found at: http://books.nap.edu/html/howpeople1/ch10.html Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Steve Quann Sent: Tuesday, February 06, 2007 5:41 PM To: The Technology and Literacy Discussion List Subject: [Technology 833] Re: Changing reading levels of text questions Hi Patti, Haven't used this, but I came upon it last week: http://www.usingenglish.com/resources/text-statistics.php Sounds like you already know much of this, but here is a site that might help with the creating/editing. http://www.hsph.harvard.edu/healthliteracy/materials.html I am finding that even though there are some things that just amaze me staff and students now we seem to ask too much of technology expect it to be like magic. Others? Good luck, Steve >>> "Patti White" 2/6/2007 4:21 PM >>> I received the following request and I'm stumped. Here's the request: ------------------------------------------------------------------------ -------- Do you know of a computer program that takes text and offers suggestions for dropping the reading level.. As in maybe 10th grade to 5th grade...Is there software that does that other than just using the Flesch-Kincaid Readability stats and doing it by hand??? Next question..When you are adapting text for folks with literacy issues....you know how you drop the reading level down and augment with pictures...Is there a term that is used for that ..something like .modified text with pictures or something like that...???? ------------------------------------------------------------------------ -------- The only thing I can find that might help is the Auto Summarize feature in Microsoft Word, but it's not really appropriate. Does anyone know of some software that will drop the reading level of text? And is there a term for that process? Thanks for whatever help anyone can give, Patti White Patti White, M.Ed. Disabilities Project Manager Arkansas Adult Learning Resource Center prwhite at madisoncounty.net http://aalrc.org/resources/ld/index.aspx 800.569.3539 ph/fax/tty ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From MariannF at lacnyc.org Thu Feb 8 10:37:52 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 8 Feb 2007 10:37:52 -0500 Subject: [Technology 839] Paper submission request: International Journal of Literacy and Numeracy Studies Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB832991B@lac-exch.lacnyc.local> The following announcement is made on behalf of Dr. Alisa Belzer: Special Issue Announcement The editors of International Journal of Literacy and Numeracy Studies are pleased to announce that Dr. Alisa Belzer of Rutgers University and Dr. Ralf St. Clair of University of Glasgow will edit a special issue of LNS to be published in 2007. This issue will focus on how national accountability systems are influencing practice at the program and classroom levels. The guest editors are seeking submissions of papers that explore the choices and compromises and the costs and benefits of increased demands for standardized accountability and reporting procedures. They are also interested in papers that document how teachers and learners are developing and maintaining "responsive" practices in this time when increasingly narrow accountability and curricular systems seem to be reducing the options open to educators and learners. They would like especially to urge practitioners to contribute, either as solo authors or in collaboration with university researchers or policy makers. Please submit papers to Dr. Belzer or Dr. St. Clair by June 30, 2007 at the latest. If you would like to contact our guest editors directly, email them at belzera at rci.rutgers.edu and/or rstclair at educ.gla.ac.uk. Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070208/89cb8fa4/attachment.html From Barry.Burkett at Franklin.kyschools.us Thu Feb 8 14:23:26 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Thu, 8 Feb 2007 14:23:26 -0500 Subject: [Technology 840] (no subject) Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198EDC5@ED181X1.franklin.ketsds.net> Hello group, About two weeks ago I hosted an online presentation that did not go as well as expected. Although a dry-run of sorts occurred the actual product did not deliver as intended. Basically, communication errors occurred from use of microphones, video feed not being accepted, and a video file not playing on other people's computers. Many nuts and bolts questions occurred, obscuring the objective of the discussion, "how do we use this technology to teach literacy?" It is important that I say Kentucky does not endorse any of the products used (cameras, software, pc, etc) I am using what bits and pieces I am able to. So, in order to add focus to the discussion a web class is being opened in Kentucky's Virtual Campus for you to view. I am working on adding content. Currently there are two videos, a video of a class being introduced to technology, then another Camtasia production of me editing the video. I am doing further research into the use of Video Futures and intend to put several articles online relative to it, video modeling and video feed forward. From these sources I intend to build a discussion geared towards video use in literacy/virtual education. If you have research/studies you think I might find interesting related to Video Futures and virtual education please feel free to forward it to me. I will let the list serve know when the course is ready for your view, and when a discussion will be hosted. Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070208/630bb39f/attachment.html From jataylor at utk.edu Thu Feb 8 16:21:00 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Thu, 8 Feb 2007 16:21:00 -0500 Subject: [Technology 841] 7th Annual AALPDPreConference at COABE Message-ID: Dear Technology List Colleagues: The Association of Adult Literacy Professional Developers (AALPD) invites you to join us for the AALPD PreConference at COABE, "Exploring the Potential for Online Professional Development." Date: Sunday, March 25, 2007 Time: 9 a.m. - 4:00 p.m. Place: COABE, Philadelphia, Pennsylvania Registration Fee: $100.00 Early Bird Registration Deadline: March 2, 2007 Register online at: http://www.proliteracy.org/external/coabe07/ Lunch and refreshments _are_ provided A panel presentation facilitated by Tim Ponder will showcase various online professional development offerings on state and national levels. Panelists will share their experiences with the design and delivery of online and hybrid professional development, including delivery choices and design implications. Additionally, participants will: * discuss key considerations in providing online professional development, the issues and strategies for each; * leave with fresh ideas for improving current online or hybrid professional development offerings * learn about national and recent professional development initiatives; * participate in furthering AALPD key priorities: advocating for funding, developing professional development standards, and creating a web resource of research in professional development; * network with professional development colleagues; and * leave with information about the latest available professional development resources. In the past, these sessions have been a valuable time for those of us working in professional development to meet and share ideas and learn from one another. We hope you can join us. If you prefer to mail in the registration form versus registering online, you can download a copy at: http://coabe2007.org/joomla/images/07.registration.form6.doc . If you register after the Early Bird registration ends (March 2, 2007), the pre-conference still costs only $100.00, regardless of how much you pay to register for the COABE conference itself. If you have questions about the AALPD pre-conference, please e-mail Jane Greiner (jgreiner at proliteracy.org) or Jeff Fantine (fantine at ohio.edu). We hope to see you there! AALPD Executive Committee -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070208/4f0443be/attachment.html From MariannF at lacnyc.org Thu Feb 8 16:53:35 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 8 Feb 2007 16:53:35 -0500 Subject: [Technology 842] Re: (no subject) Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB832997D@lac-exch.lacnyc.local> Hello Barry, Thank you for sharing. It sounds like a great effort in spite of the technical difficulties, and a great first run. Your efforts have added a lot to the field. We'll look forward to hearing about the web class you are hosting when it is ready to view! Regards and many thanks, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Burkett, Barry Sent: Thursday, February 08, 2007 2:23 PM To: The Technology and Literacy Discussion List Subject: [Technology 840] (no subject) Hello group, About two weeks ago I hosted an online presentation that did not go as well as expected. Although a dry-run of sorts occurred the actual product did not deliver as intended. Basically, communication errors occurred from use of microphones, video feed not being accepted, and a video file not playing on other people's computers. Many nuts and bolts questions occurred, obscuring the objective of the discussion, "how do we use this technology to teach literacy?" It is important that I say Kentucky does not endorse any of the products used (cameras, software, pc, etc) I am using what bits and pieces I am able to. So, in order to add focus to the discussion a web class is being opened in Kentucky's Virtual Campus for you to view. I am working on adding content. Currently there are two videos, a video of a class being introduced to technology, then another Camtasia production of me editing the video. I am doing further research into the use of Video Futures and intend to put several articles online relative to it, video modeling and video feed forward. From these sources I intend to build a discussion geared towards video use in literacy/virtual education. If you have research/studies you think I might find interesting related to Video Futures and virtual education please feel free to forward it to me. I will let the list serve know when the course is ready for your view, and when a discussion will be hosted. Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070208/0fa76502/attachment.html From djrosen at comcast.net Sun Feb 11 09:47:50 2007 From: djrosen at comcast.net (David Rosen) Date: Sun, 11 Feb 2007 09:47:50 -0500 Subject: [Technology 843] The magic of technology for learning is outside the classroom In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB83298C8@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB83298C8@lac-exch.lacnyc.local> Message-ID: <46D02A9B-56A9-4745-BAFE-57CEABB6D4B5@comcast.net> Marianne, Steve, and others There is a magical, compelling learning technology which is almost never used in the classroom, neither in K-12 or adult education. It is widely used at home, however, and in "computer cafes" around the world , mostly by male "digital natives" under 30. It is not usually designed to teach anything that instructors would recognize as basic skills or academic content, yet it incorporates some principles of learning that at least one author has argued at length, are far superior to what is found in most classrooms. It is capable of teaching content -- any content -- in ways that are more engaging than most classrooms. I am referring to well-designed video games, and to the book, _What Video Games Have to teach Us About Learning and Literacy_ by James Paul Gee. According to Gee, good video game designers carefully create games so that players learn (and improve) strategies in context, as they go, so that (using Lev Vygotsky's concept) each new scenario presents the first-person, active learner-players with challenges that are just outside their "zone of proximal development" providing difficult challenges, but within reach, and hence highly motivating. Gee also argues that many of these games focus on problem solving strategies and attitudes, sometimes those that are useful in the workplace such as getting information from context, getting and sharing information with co-workers, taking calculated risks, and working as a team. There is at least one (free) computer simulation that incorporates some of these good game design principles and that also has basic skills (reading,writing and numeracy) content, The Office, by Mike Hillinger. See the simulation at: http://www.lexiconsys.com/dswmedia/working_simulations.html and a description of it at: http://www.readingonline.org/electronic/elec_index.asp?HREF=hillinger/ I have three questions for those on this list: 1. Would you (anyone on this list) be interested in having a discussion of James Paul Gee's book, _What Video Games Have to teach Us About Learning and Literacy_ , on the Technology discussion list? 2. Do you know of any other engaging, well-designed video games for adults or older youth that have adult literacy education skills and knowledge (including adult secondary education and ESOL) as content? 3. Do you use computer simulations or video games for learning purposes in your classroom or learning lab? If so, which ones, and how do you use them? David J. Rosen djrosen at comcast.net On Feb 7, 2007, at 1:29 PM, Mariann Fedele wrote: > Hello Steve and all, > > Steve, you wrote, "staff and students now we seem to ask too much of > technology, expect it to be like magic." > > I think this comment is important to consider when thinking about how > technology relates to the teaching and learning process and > integrating > it in a purposeful way. To begin grappling with that question a useful > reference source is the report by the National Research Council titled > "How People Learn: Brain, Mind, Experience, and School" (1999). Of > course, there have been many advances in the technology we use > since the > time it was published, but many of the core findings I believe still > hold true. > What do others on the list think? How can these recommendations > inform > our practice? Following is an excerpt from the concluding chapter. > > > LEARNING ENVIRONMENTS > Tools of Technology > > Technology has become an important instrument in education. > Computer-based technologies hold great promise both for increasing > access to knowledge and as a means of promoting learning. The public > imagination has been captured by the capacity of information > technologies to centralize and organize large bodies of knowledge; > people are excited by the prospect of information networks, such as > the > Internet, for linking students around the globe into communities of > learners. > > There are five ways that technology can be used to help meet the > challenges of establishing effective learning environments: > > 1. Bringing real-world problems into classrooms through the use of > videos, demonstrations, simulations, and Internet connections to > concrete data and working scientists. > 2. Providing "scaffolding" support to augment what learners can do and > reason about on their path to understanding. Scaffolding allows > learners > to participate in complex cognitive performances, such as scientific > visualization and model-based learning, that is more difficult or > impossible without technical support. > > 3. Increasing opportunities for learners to receive feedback from > software tutors, teachers, and peers; to engage in reflection on their > own learning processes; and to receive guidance toward progressive > revisions that improve their learning and reasoning. > > 4. Building local and global communities of teachers, administrators, > students, parents, and other interested learners. > > 5. Expanding opportunities for teachers' learning. > > An important function of some of the new technologies is their > use > as tools of representation. Representational thinking is central to > in-depth understanding and problem representation is one of the skills > that distinguish subject experts from novices. Many of the tools also > have the potential to provide multiple contexts and opportunities for > learning and transfer, for both student-learners and teacher-learners. > Technologies can be used as learning and problem-solving tools to > promote both independent learning and collaborative networks of > learners > and practitioners. > > The use of new technologies in classrooms, or the use of any > learning aid for that matter, is never solely a technical matter. The > new electronic technologies, like any other educational resource, are > used in a social environment and are, therefore, mediated by the > dialogues that students have with each other and the teacher. > > Educational software needs to be developed and implemented with a > full understanding of the principles of learning and developmental > psychology. Many new issues arise when one considers how to educate > teachers to use new technologies effectively: What do they need to > know > about learning processes? What do they need to know about the > technologies? What kinds of training are most effective for helping > teachers use high-quality instructional programs? Understanding the > issues that affect teachers who will be using new technologies is just > as pressing as questions of the learning potential and developmental > appropriateness of the technologies for children. > > If you want to read the whole chapter it can found at: > http://books.nap.edu/html/howpeople1/ch10.html > > > Mariann Fedele > Associate Director, > NYC Regional Adult Education Network > 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 > www.lacnyc.org > > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Steve Quann > Sent: Tuesday, February 06, 2007 5:41 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 833] Re: Changing reading levels of text > questions > > Hi Patti, > Haven't used this, but I came upon it last week: > http://www.usingenglish.com/resources/text-statistics.php > > Sounds like you already know much of this, but here is a site that > might help with the creating/editing. > > http://www.hsph.harvard.edu/healthliteracy/materials.html > > I am finding that even though there are some things that just amaze me > staff and students now we seem to ask too much of technology expect it > to be like magic. Others? > > Good luck, > Steve > > >>>> "Patti White" 2/6/2007 4:21 PM >>> > I received the following request and I'm stumped. Here's the request: > ---------------------------------------------------------------------- > -- > -------- > > Do you know of a computer program that takes text and offers > suggestions for dropping the reading level.. As in maybe 10th grade to > 5th grade...Is there software that does that other than just using the > Flesch-Kincaid Readability stats and doing it by hand??? > > Next question..When you are adapting text for folks with literacy > issues....you know how you drop the reading level down and augment > with > pictures...Is there a term that is used for that ..something like > .modified text with pictures or something like that...???? > > ---------------------------------------------------------------------- > -- > -------- > > The only thing I can find that might help is the Auto Summarize > feature > in Microsoft Word, but it's not really appropriate. Does anyone > know of > some software that will drop the reading level of text? And is > there a > term for that process? > > Thanks for whatever help anyone can give, > Patti White > > Patti White, M.Ed. > Disabilities Project Manager > Arkansas Adult Learning Resource Center > prwhite at madisoncounty.net > http://aalrc.org/resources/ld/index.aspx > 800.569.3539 ph/fax/tty > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net From ALCDGG at langate.gsu.edu Mon Feb 12 08:41:49 2007 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 12 Feb 2007 08:41:49 -0500 Subject: [Technology 844] "new technology" In-Reply-To: <46D02A9B-56A9-4745-BAFE-57CEABB6D4B5@comcast.net> References: <6E8BC13A30982C44BCD32B38FB8F5AB83298C8@lac-exch.lacnyc.local> <46D02A9B-56A9-4745-BAFE-57CEABB6D4B5@comcast.net> Message-ID: <45D0284D0200003100016312@mailsrv4.gsu.edu> Someone just sent me this link, and I thought that people on this list would appreciate it: http://www.youtube.com/watch?v=eRjVeRbhtRU Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From info at gaming-pc.net Mon Feb 12 10:43:31 2007 From: info at gaming-pc.net (Craig Alinder) Date: Mon, 12 Feb 2007 08:43:31 -0700 Subject: [Technology 845] Re: The magic of technology for learning is outsidethe classroom References: <6E8BC13A30982C44BCD32B38FB8F5AB83298C8@lac-exch.lacnyc.local> <46D02A9B-56A9-4745-BAFE-57CEABB6D4B5@comcast.net> Message-ID: <08ab01c74ebc$8c9f8070$6801a8c0@VAIODesktop> I use the classic keyboarding software that incorporates games into the learning experience Mavis Beacon Teaches Typing. It basically offers game breaks as rewards to significant progress during the "lessons". I realize this is not exactly what you are referring to when you mention games as a dynamic and challenging experience when designed correctly. Regarding the book by James Paul Gee, I am intrigued and think it is possible that games can be used to gain skills that are relevant in the real world. I checked it out on amazon and found this: http://www.amazon.com/Video-Games-Teach-Learning-Literacy/dp/1403965382/sr=8-1/qid=1171294424/ref=pd_bbs_sr_1/104-0689205-7632717?ie=UTF8&s=books It seems that Gee is a serious scholar who is attempting to overturn the notion that video games are bad for children. While I do see the potential for games as a learning tool, I have to say that I see reality as the greatest tool for children to learn how to successfully function in society. They learn to immitate and function as they absorb the particular cultural environ and the challenges therein. Basically my main concern is this: Where do you draw the line between a badly made game that is designed to excite and stimulate without any strategic challenge and a well designed game? How can you tell the difference? Craig -------------------------------------- Craig Alinder info at gaming-pc.net http://www.refinancequiz.com ----- Original Message ----- From: "David Rosen" To: "The Technology and Literacy Discussion List" Sent: Sunday, February 11, 2007 7:47 AM Subject: [Technology 843] The magic of technology for learning is outsidethe classroom > Marianne, Steve, and others > > There is a magical, compelling learning technology which is almost > never used in the classroom, neither in K-12 or adult education. It > is widely used at home, however, and in "computer cafes" around the > world , mostly by male "digital natives" under 30. It is not usually > designed to teach anything that instructors would recognize as basic > skills or academic content, yet it incorporates some principles of > learning that at least one author has argued at length, are far > superior to what is found in most classrooms. It is capable of > teaching content -- any content -- in ways that are more engaging > than most classrooms. > > I am referring to well-designed video games, and to the book, _What > Video Games Have to teach Us About Learning and Literacy_ by James > Paul Gee. According to Gee, good video game designers carefully > create games so that players learn (and improve) strategies in > context, as they go, so that (using Lev Vygotsky's concept) each new > scenario presents the first-person, active learner-players with > challenges that are just outside their "zone of proximal > development" providing difficult challenges, but within reach, and > hence highly motivating. Gee also argues that many of these games > focus on problem solving strategies and attitudes, sometimes those > that are useful in the workplace such as getting information from > context, getting and sharing information with co-workers, taking > calculated risks, and working as a team. > > There is at least one (free) computer simulation that incorporates > some of these good game design principles and that also has basic > skills (reading,writing and numeracy) content, The Office, by Mike > Hillinger. See the simulation at: > > http://www.lexiconsys.com/dswmedia/working_simulations.html > > and a description of it at: > > http://www.readingonline.org/electronic/elec_index.asp?HREF=hillinger/ > > I have three questions for those on this list: > > 1. Would you (anyone on this list) be interested in having a > discussion of James Paul Gee's book, _What Video Games Have to teach > Us About Learning and Literacy_ , on the Technology discussion list? > 2. Do you know of any other engaging, well-designed video games for > adults or older youth that have adult literacy education skills and > knowledge (including adult secondary education and ESOL) as content? > 3. Do you use computer simulations or video games for learning > purposes in your classroom or learning lab? If so, which ones, and > how do you use them? > > David J. Rosen > djrosen at comcast.net > > > On Feb 7, 2007, at 1:29 PM, Mariann Fedele wrote: > >> Hello Steve and all, >> >> Steve, you wrote, "staff and students now we seem to ask too much of >> technology, expect it to be like magic." >> >> I think this comment is important to consider when thinking about how >> technology relates to the teaching and learning process and >> integrating >> it in a purposeful way. To begin grappling with that question a useful >> reference source is the report by the National Research Council titled >> "How People Learn: Brain, Mind, Experience, and School" (1999). Of >> course, there have been many advances in the technology we use >> since the >> time it was published, but many of the core findings I believe still >> hold true. >> What do others on the list think? How can these recommendations >> inform >> our practice? Following is an excerpt from the concluding chapter. >> >> >> LEARNING ENVIRONMENTS >> Tools of Technology >> >> Technology has become an important instrument in education. >> Computer-based technologies hold great promise both for increasing >> access to knowledge and as a means of promoting learning. The public >> imagination has been captured by the capacity of information >> technologies to centralize and organize large bodies of knowledge; >> people are excited by the prospect of information networks, such as >> the >> Internet, for linking students around the globe into communities of >> learners. >> >> There are five ways that technology can be used to help meet the >> challenges of establishing effective learning environments: >> >> 1. Bringing real-world problems into classrooms through the use of >> videos, demonstrations, simulations, and Internet connections to >> concrete data and working scientists. >> 2. Providing "scaffolding" support to augment what learners can do and >> reason about on their path to understanding. Scaffolding allows >> learners >> to participate in complex cognitive performances, such as scientific >> visualization and model-based learning, that is more difficult or >> impossible without technical support. >> >> 3. Increasing opportunities for learners to receive feedback from >> software tutors, teachers, and peers; to engage in reflection on their >> own learning processes; and to receive guidance toward progressive >> revisions that improve their learning and reasoning. >> >> 4. Building local and global communities of teachers, administrators, >> students, parents, and other interested learners. >> >> 5. Expanding opportunities for teachers' learning. >> >> An important function of some of the new technologies is their >> use >> as tools of representation. Representational thinking is central to >> in-depth understanding and problem representation is one of the skills >> that distinguish subject experts from novices. Many of the tools also >> have the potential to provide multiple contexts and opportunities for >> learning and transfer, for both student-learners and teacher-learners. >> Technologies can be used as learning and problem-solving tools to >> promote both independent learning and collaborative networks of >> learners >> and practitioners. >> >> The use of new technologies in classrooms, or the use of any >> learning aid for that matter, is never solely a technical matter. The >> new electronic technologies, like any other educational resource, are >> used in a social environment and are, therefore, mediated by the >> dialogues that students have with each other and the teacher. >> >> Educational software needs to be developed and implemented with a >> full understanding of the principles of learning and developmental >> psychology. Many new issues arise when one considers how to educate >> teachers to use new technologies effectively: What do they need to >> know >> about learning processes? What do they need to know about the >> technologies? What kinds of training are most effective for helping >> teachers use high-quality instructional programs? Understanding the >> issues that affect teachers who will be using new technologies is just >> as pressing as questions of the learning potential and developmental >> appropriateness of the technologies for children. >> >> If you want to read the whole chapter it can found at: >> http://books.nap.edu/html/howpeople1/ch10.html >> >> >> Mariann Fedele >> Associate Director, >> NYC Regional Adult Education Network >> 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 >> www.lacnyc.org >> >> >> -----Original Message----- >> From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] >> On Behalf Of Steve Quann >> Sent: Tuesday, February 06, 2007 5:41 PM >> To: The Technology and Literacy Discussion List >> Subject: [Technology 833] Re: Changing reading levels of text >> questions >> >> Hi Patti, >> Haven't used this, but I came upon it last week: >> http://www.usingenglish.com/resources/text-statistics.php >> >> Sounds like you already know much of this, but here is a site that >> might help with the creating/editing. >> >> http://www.hsph.harvard.edu/healthliteracy/materials.html >> >> I am finding that even though there are some things that just amaze me >> staff and students now we seem to ask too much of technology expect it >> to be like magic. Others? >> >> Good luck, >> Steve >> >> >>>>> "Patti White" 2/6/2007 4:21 PM >>> >> I received the following request and I'm stumped. Here's the request: >> ---------------------------------------------------------------------- >> -- >> -------- >> >> Do you know of a computer program that takes text and offers >> suggestions for dropping the reading level.. As in maybe 10th grade to >> 5th grade...Is there software that does that other than just using the >> Flesch-Kincaid Readability stats and doing it by hand??? >> >> Next question..When you are adapting text for folks with literacy >> issues....you know how you drop the reading level down and augment >> with >> pictures...Is there a term that is used for that ..something like >> .modified text with pictures or something like that...???? >> >> ---------------------------------------------------------------------- >> -- >> -------- >> >> The only thing I can find that might help is the Auto Summarize >> feature >> in Microsoft Word, but it's not really appropriate. Does anyone >> know of >> some software that will drop the reading level of text? And is >> there a >> term for that process? >> >> Thanks for whatever help anyone can give, >> Patti White >> >> Patti White, M.Ed. >> Disabilities Project Manager >> Arkansas Adult Learning Resource Center >> prwhite at madisoncounty.net >> http://aalrc.org/resources/ld/index.aspx >> 800.569.3539 ph/fax/tty >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > > -- > No virus found in this incoming message. > Checked by AVG Free Edition. > Version: 7.5.441 / Virus Database: 268.17.35/680 - Release Date: 2/10/2007 > 9:15 PM > > From Barry.Burkett at Franklin.kyschools.us Mon Feb 12 10:19:21 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Mon, 12 Feb 2007 10:19:21 -0500 Subject: [Technology 846] Re: The magic of technology for learning is outside the classroom In-Reply-To: <46D02A9B-56A9-4745-BAFE-57CEABB6D4B5@comcast.net> Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198EDC9@ED181X1.franklin.ketsds.net> David, I would be interested in discussing the book. But your introduction reminded me of a game I was playing last night. In the game I was a figure in the middle of a board, around me aggressors came into view and tried to shoot me, in order to shoot back I had to properly spell the attacker's name (e.g.. jet, bent, class, opinion, etc.) and hit enter. There were other elements to the game like full health and detonator packs that made the game fun and engaging, a great way to work on my taking skills. I found out about the game using StumbleUpon. Stumbleupon is shareware that you can find at www.stumbleupon.com. The program uses ratings (thumbs up, thumbs down) to judge what you might be interested in and then guides you towards like pages. As the user you decide areas and themes of things you are looking for. For instance last night I searched under the technology/games field and I got the game I mentioned earlier. I am able to find obscure zines, and interesting sites that I would not know of otherwise. Check out the page and see if the download is something you would like. I find it enjoyable and easy to use. More information about the product can be found on their page, www.stumbleupon.com. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David Rosen Sent: Sunday, February 11, 2007 9:48 AM To: The Technology and Literacy Discussion List Subject: [Technology 843] The magic of technology for learning is outsidethe classroom Marianne, Steve, and others There is a magical, compelling learning technology which is almost never used in the classroom, neither in K-12 or adult education. It is widely used at home, however, and in "computer cafes" around the world , mostly by male "digital natives" under 30. It is not usually designed to teach anything that instructors would recognize as basic skills or academic content, yet it incorporates some principles of learning that at least one author has argued at length, are far superior to what is found in most classrooms. It is capable of teaching content -- any content -- in ways that are more engaging than most classrooms. I am referring to well-designed video games, and to the book, _What Video Games Have to teach Us About Learning and Literacy_ by James Paul Gee. According to Gee, good video game designers carefully create games so that players learn (and improve) strategies in context, as they go, so that (using Lev Vygotsky's concept) each new scenario presents the first-person, active learner-players with challenges that are just outside their "zone of proximal development" providing difficult challenges, but within reach, and hence highly motivating. Gee also argues that many of these games focus on problem solving strategies and attitudes, sometimes those that are useful in the workplace such as getting information from context, getting and sharing information with co-workers, taking calculated risks, and working as a team. There is at least one (free) computer simulation that incorporates some of these good game design principles and that also has basic skills (reading,writing and numeracy) content, The Office, by Mike Hillinger. See the simulation at: http://www.lexiconsys.com/dswmedia/working_simulations.html and a description of it at: http://www.readingonline.org/electronic/elec_index.asp?HREF=hillinger/ I have three questions for those on this list: 1. Would you (anyone on this list) be interested in having a discussion of James Paul Gee's book, _What Video Games Have to teach Us About Learning and Literacy_ , on the Technology discussion list? 2. Do you know of any other engaging, well-designed video games for adults or older youth that have adult literacy education skills and knowledge (including adult secondary education and ESOL) as content? 3. Do you use computer simulations or video games for learning purposes in your classroom or learning lab? If so, which ones, and how do you use them? David J. Rosen djrosen at comcast.net On Feb 7, 2007, at 1:29 PM, Mariann Fedele wrote: > Hello Steve and all, > > Steve, you wrote, "staff and students now we seem to ask too much of > technology, expect it to be like magic." > > I think this comment is important to consider when thinking about how > technology relates to the teaching and learning process and > integrating it in a purposeful way. To begin grappling with that > question a useful reference source is the report by the National > Research Council titled "How People Learn: Brain, Mind, Experience, > and School" (1999). Of course, there have been many advances in the > technology we use since the time it was published, but many of the > core findings I believe still hold true. > What do others on the list think? How can these recommendations > inform our practice? Following is an excerpt from the concluding > chapter. > > > LEARNING ENVIRONMENTS > Tools of Technology > > Technology has become an important instrument in education. > Computer-based technologies hold great promise both for increasing > access to knowledge and as a means of promoting learning. The public > imagination has been captured by the capacity of information > technologies to centralize and organize large bodies of knowledge; > people are excited by the prospect of information networks, such as > the Internet, for linking students around the globe into communities > of learners. > > There are five ways that technology can be used to help meet the > challenges of establishing effective learning environments: > > 1. Bringing real-world problems into classrooms through the use of > videos, demonstrations, simulations, and Internet connections to > concrete data and working scientists. > 2. Providing "scaffolding" support to augment what learners can do and > reason about on their path to understanding. Scaffolding allows > learners to participate in complex cognitive performances, such as > scientific visualization and model-based learning, that is more > difficult or impossible without technical support. > > 3. Increasing opportunities for learners to receive feedback from > software tutors, teachers, and peers; to engage in reflection on their > own learning processes; and to receive guidance toward progressive > revisions that improve their learning and reasoning. > > 4. Building local and global communities of teachers, administrators, > students, parents, and other interested learners. > > 5. Expanding opportunities for teachers' learning. > > An important function of some of the new technologies is their > use as tools of representation. Representational thinking is central > to in-depth understanding and problem representation is one of the > skills that distinguish subject experts from novices. Many of the > tools also have the potential to provide multiple contexts and > opportunities for learning and transfer, for both student-learners and > teacher-learners. > Technologies can be used as learning and problem-solving tools to > promote both independent learning and collaborative networks of > learners and practitioners. > > The use of new technologies in classrooms, or the use of any > learning aid for that matter, is never solely a technical matter. The > new electronic technologies, like any other educational resource, are > used in a social environment and are, therefore, mediated by the > dialogues that students have with each other and the teacher. > > Educational software needs to be developed and implemented with a > full understanding of the principles of learning and developmental > psychology. Many new issues arise when one considers how to educate > teachers to use new technologies effectively: What do they need to > know about learning processes? What do they need to know about the > technologies? What kinds of training are most effective for helping > teachers use high-quality instructional programs? Understanding the > issues that affect teachers who will be using new technologies is just > as pressing as questions of the learning potential and developmental > appropriateness of the technologies for children. > > If you want to read the whole chapter it can found at: > http://books.nap.edu/html/howpeople1/ch10.html > > > Mariann Fedele > Associate Director, > NYC Regional Adult Education Network > 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 > www.lacnyc.org > > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Steve Quann > Sent: Tuesday, February 06, 2007 5:41 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 833] Re: Changing reading levels of text > questions > > Hi Patti, > Haven't used this, but I came upon it last week: > http://www.usingenglish.com/resources/text-statistics.php > > Sounds like you already know much of this, but here is a site that > might help with the creating/editing. > > http://www.hsph.harvard.edu/healthliteracy/materials.html > > I am finding that even though there are some things that just amaze me > staff and students now we seem to ask too much of technology expect it > to be like magic. Others? > > Good luck, > Steve > > >>>> "Patti White" 2/6/2007 4:21 PM >>> > I received the following request and I'm stumped. Here's the request: > ---------------------------------------------------------------------- > -- > -------- > > Do you know of a computer program that takes text and offers > suggestions for dropping the reading level.. As in maybe 10th grade to > 5th grade...Is there software that does that other than just using the > Flesch-Kincaid Readability stats and doing it by hand??? > > Next question..When you are adapting text for folks with literacy > issues....you know how you drop the reading level down and augment > with pictures...Is there a term that is used for that ..something like > .modified text with pictures or something like that...???? > > ---------------------------------------------------------------------- > -- > -------- > > The only thing I can find that might help is the Auto Summarize > feature in Microsoft Word, but it's not really appropriate. Does > anyone know of some software that will drop the reading level of text? > And is there a term for that process? > > Thanks for whatever help anyone can give, Patti White > > Patti White, M.Ed. > Disabilities Project Manager > Arkansas Adult Learning Resource Center prwhite at madisoncounty.net > http://aalrc.org/resources/ld/index.aspx > 800.569.3539 ph/fax/tty > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From wbquinones at comcast.net Mon Feb 12 13:36:30 2007 From: wbquinones at comcast.net (Wendy Quinones) Date: Mon, 12 Feb 2007 13:36:30 -0500 Subject: [Technology 847] Re: The magic of technology for learning is outsidethe classroom References: <6E8BC13A30982C44BCD32B38FB8F5AB83298C8@lac-exch.lacnyc.local> <46D02A9B-56A9-4745-BAFE-57CEABB6D4B5@comcast.net> Message-ID: <002501c74ed4$b6ba89a0$a500a8c0@nscdd05> David, I would also be interested in such a discussion, always assuming that I can find time to read the book! As it happens, my son is learning to make video games at Champlain College in Burlington VT, which has one of the few (if not the only) undergraduate majors in electronic gaming. I wonder if they have put any thought into games as educational tools. Shall I find out? Wendy Quinones ----- Original Message ----- From: "David Rosen" To: "The Technology and Literacy Discussion List" Sent: Sunday, February 11, 2007 9:47 AM Subject: [Technology 843] The magic of technology for learning is outsidethe classroom > Marianne, Steve, and others > > There is a magical, compelling learning technology which is almost > never used in the classroom, neither in K-12 or adult education. It > is widely used at home, however, and in "computer cafes" around the > world , mostly by male "digital natives" under 30. It is not usually > designed to teach anything that instructors would recognize as basic > skills or academic content, yet it incorporates some principles of > learning that at least one author has argued at length, are far > superior to what is found in most classrooms. It is capable of > teaching content -- any content -- in ways that are more engaging > than most classrooms. > > I am referring to well-designed video games, and to the book, _What > Video Games Have to teach Us About Learning and Literacy_ by James > Paul Gee. According to Gee, good video game designers carefully > create games so that players learn (and improve) strategies in > context, as they go, so that (using Lev Vygotsky's concept) each new > scenario presents the first-person, active learner-players with > challenges that are just outside their "zone of proximal > development" providing difficult challenges, but within reach, and > hence highly motivating. Gee also argues that many of these games > focus on problem solving strategies and attitudes, sometimes those > that are useful in the workplace such as getting information from > context, getting and sharing information with co-workers, taking > calculated risks, and working as a team. > > There is at least one (free) computer simulation that incorporates > some of these good game design principles and that also has basic > skills (reading,writing and numeracy) content, The Office, by Mike > Hillinger. See the simulation at: > > http://www.lexiconsys.com/dswmedia/working_simulations.html > > and a description of it at: > > http://www.readingonline.org/electronic/elec_index.asp?HREF=hillinger/ > > I have three questions for those on this list: > > 1. Would you (anyone on this list) be interested in having a > discussion of James Paul Gee's book, _What Video Games Have to teach > Us About Learning and Literacy_ , on the Technology discussion list? > 2. Do you know of any other engaging, well-designed video games for > adults or older youth that have adult literacy education skills and > knowledge (including adult secondary education and ESOL) as content? > 3. Do you use computer simulations or video games for learning > purposes in your classroom or learning lab? If so, which ones, and > how do you use them? > > David J. Rosen > djrosen at comcast.net > > > On Feb 7, 2007, at 1:29 PM, Mariann Fedele wrote: > >> Hello Steve and all, >> >> Steve, you wrote, "staff and students now we seem to ask too much of >> technology, expect it to be like magic." >> >> I think this comment is important to consider when thinking about how >> technology relates to the teaching and learning process and >> integrating >> it in a purposeful way. To begin grappling with that question a useful >> reference source is the report by the National Research Council titled >> "How People Learn: Brain, Mind, Experience, and School" (1999). Of >> course, there have been many advances in the technology we use >> since the >> time it was published, but many of the core findings I believe still >> hold true. >> What do others on the list think? How can these recommendations >> inform >> our practice? Following is an excerpt from the concluding chapter. >> >> >> LEARNING ENVIRONMENTS >> Tools of Technology >> >> Technology has become an important instrument in education. >> Computer-based technologies hold great promise both for increasing >> access to knowledge and as a means of promoting learning. The public >> imagination has been captured by the capacity of information >> technologies to centralize and organize large bodies of knowledge; >> people are excited by the prospect of information networks, such as >> the >> Internet, for linking students around the globe into communities of >> learners. >> >> There are five ways that technology can be used to help meet the >> challenges of establishing effective learning environments: >> >> 1. Bringing real-world problems into classrooms through the use of >> videos, demonstrations, simulations, and Internet connections to >> concrete data and working scientists. >> 2. Providing "scaffolding" support to augment what learners can do and >> reason about on their path to understanding. Scaffolding allows >> learners >> to participate in complex cognitive performances, such as scientific >> visualization and model-based learning, that is more difficult or >> impossible without technical support. >> >> 3. Increasing opportunities for learners to receive feedback from >> software tutors, teachers, and peers; to engage in reflection on their >> own learning processes; and to receive guidance toward progressive >> revisions that improve their learning and reasoning. >> >> 4. Building local and global communities of teachers, administrators, >> students, parents, and other interested learners. >> >> 5. Expanding opportunities for teachers' learning. >> >> An important function of some of the new technologies is their >> use >> as tools of representation. Representational thinking is central to >> in-depth understanding and problem representation is one of the skills >> that distinguish subject experts from novices. Many of the tools also >> have the potential to provide multiple contexts and opportunities for >> learning and transfer, for both student-learners and teacher-learners. >> Technologies can be used as learning and problem-solving tools to >> promote both independent learning and collaborative networks of >> learners >> and practitioners. >> >> The use of new technologies in classrooms, or the use of any >> learning aid for that matter, is never solely a technical matter. The >> new electronic technologies, like any other educational resource, are >> used in a social environment and are, therefore, mediated by the >> dialogues that students have with each other and the teacher. >> >> Educational software needs to be developed and implemented with a >> full understanding of the principles of learning and developmental >> psychology. Many new issues arise when one considers how to educate >> teachers to use new technologies effectively: What do they need to >> know >> about learning processes? What do they need to know about the >> technologies? What kinds of training are most effective for helping >> teachers use high-quality instructional programs? Understanding the >> issues that affect teachers who will be using new technologies is just >> as pressing as questions of the learning potential and developmental >> appropriateness of the technologies for children. >> >> If you want to read the whole chapter it can found at: >> http://books.nap.edu/html/howpeople1/ch10.html >> >> >> Mariann Fedele >> Associate Director, >> NYC Regional Adult Education Network >> 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 >> www.lacnyc.org >> >> >> -----Original Message----- >> From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] >> On Behalf Of Steve Quann >> Sent: Tuesday, February 06, 2007 5:41 PM >> To: The Technology and Literacy Discussion List >> Subject: [Technology 833] Re: Changing reading levels of text >> questions >> >> Hi Patti, >> Haven't used this, but I came upon it last week: >> http://www.usingenglish.com/resources/text-statistics.php >> >> Sounds like you already know much of this, but here is a site that >> might help with the creating/editing. >> >> http://www.hsph.harvard.edu/healthliteracy/materials.html >> >> I am finding that even though there are some things that just amaze me >> staff and students now we seem to ask too much of technology expect it >> to be like magic. Others? >> >> Good luck, >> Steve >> >> >>>>> "Patti White" 2/6/2007 4:21 PM >>> >> I received the following request and I'm stumped. Here's the request: >> ---------------------------------------------------------------------- >> -- >> -------- >> >> Do you know of a computer program that takes text and offers >> suggestions for dropping the reading level.. As in maybe 10th grade to >> 5th grade...Is there software that does that other than just using the >> Flesch-Kincaid Readability stats and doing it by hand??? >> >> Next question..When you are adapting text for folks with literacy >> issues....you know how you drop the reading level down and augment >> with >> pictures...Is there a term that is used for that ..something like >> .modified text with pictures or something like that...???? >> >> ---------------------------------------------------------------------- >> -- >> -------- >> >> The only thing I can find that might help is the Auto Summarize >> feature >> in Microsoft Word, but it's not really appropriate. Does anyone >> know of >> some software that will drop the reading level of text? And is >> there a >> term for that process? >> >> Thanks for whatever help anyone can give, >> Patti White >> >> Patti White, M.Ed. >> Disabilities Project Manager >> Arkansas Adult Learning Resource Center >> prwhite at madisoncounty.net >> http://aalrc.org/resources/ld/index.aspx >> 800.569.3539 ph/fax/tty >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > From kabeall at comcast.net Mon Feb 12 12:52:26 2007 From: kabeall at comcast.net (Kaye Beall) Date: Mon, 12 Feb 2007 12:52:26 -0500 Subject: [Technology 848] New from NCSALL Message-ID: <005e01c74ece$91f069b0$0202a8c0@your4105e587b6> Health Literacy Study Circle+ Facilitators Training The purpose of this training guide is to help experienced professional developers and others organize and conduct a one-day session to train and orient those who will serve as facilitators of a HALL/NCSALL Health Literacy Study Circle+. A Health and Adult Literacy and Learning (HALL)/National Center for Study of Adult Learning and Literacy (NCSALL) Health Literacy Study Circle+ is a professional development activity for adult basic education (ABE), adult secondary education (ASE), or adult English for Speakers of Other Languages (ESOL) practitioners. This guide includes the information and materials you will need to conduct the training, but not background information on planning and facilitating training. Facilitators of the Health Literacy Study Circle+ Facilitators Training should be experienced trainers. For more information and to download the training guide, go to the NCSALL Web site: http://www.ncsall.net/?id=1169 **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070212/5329117e/attachment.html From Alan.Gerstle at montgomerycollege.edu Mon Feb 12 13:39:13 2007 From: Alan.Gerstle at montgomerycollege.edu (Gerstle, Alan) Date: Mon, 12 Feb 2007 13:39:13 -0500 Subject: [Technology 849] Re: The magic of technology for learning isoutsidethe classroom Message-ID: <767E25E6EB68944981AA718B93201F8003E7ADC1@MCMAIL2.mcnte.mc.cc.md.us> I believe the technology in education debate has not changed much in 2,000 years. Plato's Seventh Epistle warns against using systems of writing because Plato feared they would lead to the decay of memory. Doesn't each technology provide something and take away something else? And isn't the introduction of a technology into a culture have unintended consequences simply because we cannot foresee the future? How enthusiastic would the developers of the internal engine be if they foresaw that automobile accidents would kill 40,000 Americans each year--chiefly owing to human error? Perhaps if there were a set of 'first principles' about technology, one could begin to address their place in society and education. Among these would be, I think, 1) Decide what is worth knowing; 2) Figure out a way of teaching technological literacy--not only the capabilities of technology as learning tools--but the moral philosophy behind those who encouarge the use of technology. 3) Understand the motivation of technocrats; simply because someone avers, for example, that video games are 'good for you,' understand the person's concept of good. The assembly line was 'good' for manufacturers. Was it good for workers? Textbooks are good for (many) teachers, and definitely for publishers. Are they good for students? Moral philosophy is of particular significance in a concern raised here regarding a 'well-made' videogame that 'excites and stimulates' vs. poorly designed ones without any 'strategic challenge.' Al-Quaeda have reprogrammed video games and used them as recruiting tools. Their objective it is to destroy the American military in virtual reality. Would anyone applaud a well-designed game of that nature? -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Craig Alinder Sent: Monday, February 12, 2007 10:44 AM To: The Technology and Literacy Discussion List Subject: [Technology 845] Re: The magic of technology for learning isoutsidethe classroom I use the classic keyboarding software that incorporates games into the learning experience Mavis Beacon Teaches Typing. It basically offers game breaks as rewards to significant progress during the "lessons". I realize this is not exactly what you are referring to when you mention games as a dynamic and challenging experience when designed correctly. Regarding the book by James Paul Gee, I am intrigued and think it is possible that games can be used to gain skills that are relevant in the real world. I checked it out on amazon and found this: http://www.amazon.com/Video-Games-Teach-Learning-Literacy/dp/1403965382/ sr=8-1/qid=1171294424/ref=pd_bbs_sr_1/104-0689205-7632717?ie=UTF8&s=book s It seems that Gee is a serious scholar who is attempting to overturn the notion that video games are bad for children. While I do see the potential for games as a learning tool, I have to say that I see reality as the greatest tool for children to learn how to successfully function in society. They learn to immitate and function as they absorb the particular cultural environ and the challenges therein. Basically my main concern is this: Where do you draw the line between a badly made game that is designed to excite and stimulate without any strategic challenge and a well designed game? How can you tell the difference? Craig -------------------------------------- Craig Alinder info at gaming-pc.net http://www.refinancequiz.com ----- Original Message ----- From: "David Rosen" To: "The Technology and Literacy Discussion List" Sent: Sunday, February 11, 2007 7:47 AM Subject: [Technology 843] The magic of technology for learning is outsidethe classroom > Marianne, Steve, and others > > There is a magical, compelling learning technology which is almost > never used in the classroom, neither in K-12 or adult education. It > is widely used at home, however, and in "computer cafes" around the > world , mostly by male "digital natives" under 30. It is not usually > designed to teach anything that instructors would recognize as basic > skills or academic content, yet it incorporates some principles of > learning that at least one author has argued at length, are far > superior to what is found in most classrooms. It is capable of > teaching content -- any content -- in ways that are more engaging than > most classrooms. > > I am referring to well-designed video games, and to the book, _What > Video Games Have to teach Us About Learning and Literacy_ by James > Paul Gee. According to Gee, good video game designers carefully > create games so that players learn (and improve) strategies in > context, as they go, so that (using Lev Vygotsky's concept) each new > scenario presents the first-person, active learner-players with > challenges that are just outside their "zone of proximal development" > providing difficult challenges, but within reach, and hence highly > motivating. Gee also argues that many of these games focus on problem > solving strategies and attitudes, sometimes those that are useful in > the workplace such as getting information from context, getting and > sharing information with co-workers, taking calculated risks, and > working as a team. > > There is at least one (free) computer simulation that incorporates > some of these good game design principles and that also has basic > skills (reading,writing and numeracy) content, The Office, by Mike > Hillinger. See the simulation at: > > http://www.lexiconsys.com/dswmedia/working_simulations.html > > and a description of it at: > > http://www.readingonline.org/electronic/elec_index.asp?HREF=hillinger/ > > I have three questions for those on this list: > > 1. Would you (anyone on this list) be interested in having a > discussion of James Paul Gee's book, _What Video Games Have to teach > Us About Learning and Literacy_ , on the Technology discussion list? > 2. Do you know of any other engaging, well-designed video games for > adults or older youth that have adult literacy education skills and > knowledge (including adult secondary education and ESOL) as content? > 3. Do you use computer simulations or video games for learning > purposes in your classroom or learning lab? If so, which ones, and > how do you use them? > > David J. Rosen > djrosen at comcast.net > > > On Feb 7, 2007, at 1:29 PM, Mariann Fedele wrote: > >> Hello Steve and all, >> >> Steve, you wrote, "staff and students now we seem to ask too much of >> technology, expect it to be like magic." >> >> I think this comment is important to consider when thinking about how >> technology relates to the teaching and learning process and >> integrating it in a purposeful way. To begin grappling with that >> question a useful reference source is the report by the National >> Research Council titled "How People Learn: Brain, Mind, Experience, >> and School" (1999). Of course, there have been many advances in the >> technology we use since the time it was published, but many of the >> core findings I believe still hold true. >> What do others on the list think? How can these recommendations >> inform our practice? Following is an excerpt from the concluding >> chapter. >> >> >> LEARNING ENVIRONMENTS >> Tools of Technology >> >> Technology has become an important instrument in education. >> Computer-based technologies hold great promise both for increasing >> access to knowledge and as a means of promoting learning. The public >> imagination has been captured by the capacity of information >> technologies to centralize and organize large bodies of knowledge; >> people are excited by the prospect of information networks, such as >> the Internet, for linking students around the globe into communities >> of learners. >> >> There are five ways that technology can be used to help meet the >> challenges of establishing effective learning environments: >> >> 1. Bringing real-world problems into classrooms through the use of >> videos, demonstrations, simulations, and Internet connections to >> concrete data and working scientists. >> 2. Providing "scaffolding" support to augment what learners can do >> and reason about on their path to understanding. Scaffolding allows >> learners to participate in complex cognitive performances, such as >> scientific visualization and model-based learning, that is more >> difficult or impossible without technical support. >> >> 3. Increasing opportunities for learners to receive feedback from >> software tutors, teachers, and peers; to engage in reflection on >> their own learning processes; and to receive guidance toward >> progressive revisions that improve their learning and reasoning. >> >> 4. Building local and global communities of teachers, administrators, >> students, parents, and other interested learners. >> >> 5. Expanding opportunities for teachers' learning. >> >> An important function of some of the new technologies is their >> use as tools of representation. Representational thinking is central >> to in-depth understanding and problem representation is one of the >> skills that distinguish subject experts from novices. Many of the >> tools also have the potential to provide multiple contexts and >> opportunities for learning and transfer, for both student-learners >> and teacher-learners. >> Technologies can be used as learning and problem-solving tools to >> promote both independent learning and collaborative networks of >> learners and practitioners. >> >> The use of new technologies in classrooms, or the use of any >> learning aid for that matter, is never solely a technical matter. The >> new electronic technologies, like any other educational resource, are >> used in a social environment and are, therefore, mediated by the >> dialogues that students have with each other and the teacher. >> >> Educational software needs to be developed and implemented with >> a full understanding of the principles of learning and developmental >> psychology. Many new issues arise when one considers how to educate >> teachers to use new technologies effectively: What do they need to >> know about learning processes? What do they need to know about the >> technologies? What kinds of training are most effective for helping >> teachers use high-quality instructional programs? Understanding the >> issues that affect teachers who will be using new technologies is >> just as pressing as questions of the learning potential and >> developmental appropriateness of the technologies for children. >> >> If you want to read the whole chapter it can found at: >> http://books.nap.edu/html/howpeople1/ch10.html >> >> >> Mariann Fedele >> Associate Director, >> NYC Regional Adult Education Network >> 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 >> www.lacnyc.org >> >> >> -----Original Message----- >> From: technology-bounces at nifl.gov >> [mailto:technology-bounces at nifl.gov] >> On Behalf Of Steve Quann >> Sent: Tuesday, February 06, 2007 5:41 PM >> To: The Technology and Literacy Discussion List >> Subject: [Technology 833] Re: Changing reading levels of text >> questions >> >> Hi Patti, >> Haven't used this, but I came upon it last week: >> http://www.usingenglish.com/resources/text-statistics.php >> >> Sounds like you already know much of this, but here is a site that >> might help with the creating/editing. >> >> http://www.hsph.harvard.edu/healthliteracy/materials.html >> >> I am finding that even though there are some things that just amaze >> me staff and students now we seem to ask too much of technology >> expect it to be like magic. Others? >> >> Good luck, >> Steve >> >> >>>>> "Patti White" 2/6/2007 4:21 PM >>> >> I received the following request and I'm stumped. Here's the request: >> --------------------------------------------------------------------- >> - >> -- >> -------- >> >> Do you know of a computer program that takes text and offers >> suggestions for dropping the reading level.. As in maybe 10th grade >> to 5th grade...Is there software that does that other than just using >> the Flesch-Kincaid Readability stats and doing it by hand??? >> >> Next question..When you are adapting text for folks with literacy >> issues....you know how you drop the reading level down and augment >> with pictures...Is there a term that is used for that ..something >> like .modified text with pictures or something like that...???? >> >> --------------------------------------------------------------------- >> - >> -- >> -------- >> >> The only thing I can find that might help is the Auto Summarize >> feature in Microsoft Word, but it's not really appropriate. Does >> anyone know of some software that will drop the reading level of >> text? And is there a term for that process? >> >> Thanks for whatever help anyone can give, Patti White >> >> Patti White, M.Ed. >> Disabilities Project Manager >> Arkansas Adult Learning Resource Center prwhite at madisoncounty.net >> http://aalrc.org/resources/ld/index.aspx >> 800.569.3539 ph/fax/tty >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > > -- > No virus found in this incoming message. > Checked by AVG Free Edition. > Version: 7.5.441 / Virus Database: 268.17.35/680 - Release Date: > 2/10/2007 > 9:15 PM > > ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From djrosen at comcast.net Mon Feb 12 17:24:15 2007 From: djrosen at comcast.net (David Rosen) Date: Mon, 12 Feb 2007 17:24:15 -0500 Subject: [Technology 850] Re: The magic of technology for learning is outside the classroom In-Reply-To: <767E25E6EB68944981AA718B93201F8003E7ADC1@MCMAIL2.mcnte.mc.cc.md.us> References: <767E25E6EB68944981AA718B93201F8003E7ADC1@MCMAIL2.mcnte.mc.cc.md.us> Message-ID: <3964C5A7-602E-4D1B-9425-1D6A25245E78@comcast.net> Hello Alan and Craig, On Feb 12, 2007, at 1:39 PM, Gerstle, Alan wrote: > I believe the technology in education debate has not changed much in > 2,000 years. Plato's Seventh Epistle warns against using systems of > writing because Plato feared they would lead to the decay of memory. > Doesn't each technology provide something and take away something > else? > And isn't the introduction of a technology into a culture have > unintended consequences simply because we cannot foresee the future? > How enthusiastic would the developers of the internal engine be if > they > foresaw that automobile accidents would kill 40,000 Americans each > year--chiefly owing to human error? > > Perhaps if there were a set of 'first principles' about technology, > one > could begin to address their place in society and education. Among > these would be, I think, > > 1) Decide what is worth knowing; > 2) Figure out a way of teaching technological literacy--not only the > capabilities of technology as learning tools--but the moral philosophy > behind those who encouarge the use of technology. > 3) Understand the motivation of technocrats; simply because someone > avers, for example, that video games are 'good for you,' understand > the > person's concept of good. The assembly line was 'good' for > manufacturers. Was it good for workers? Textbooks are good for > (many) > teachers, and definitely for publishers. Are they good for students? I think James Paul Gee would not say that "video games are good for you." He might say that some games, well-designed ones, are well- designed learning environments. He might say that some video games are good for some people, although I don't recall that he does. He has said that there are some learning design principles which apply both to well-designed video games and to classrooms. He has a list of these in the appendix of his book, but frankly, most of them only make sense after you have "engaged" with the chapters of the book. > Moral philosophy is of particular significance in a concern raised > here > regarding a 'well-made' videogame that 'excites and stimulates' vs. > poorly designed ones without any 'strategic challenge.' Al-Quaeda > have > reprogrammed video games and used them as recruiting tools. Their > objective it is to destroy the American military in virtual reality. > Would anyone applaud a well-designed game of that nature? Gee devotes a thoughtful chapter to this issue and cites an example of a game whose content is to teach those of one religion to hate those of another. > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Craig Alinder > Sent: Monday, February 12, 2007 10:44 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 845] Re: The magic of technology for learning > isoutsidethe classroom > > I use the classic keyboarding software that incorporates games into > the > learning experience Mavis Beacon Teaches Typing. It basically offers > game breaks as rewards to significant progress during the "lessons". I > realize this is not exactly what you are referring to when you mention > games as a dynamic and challenging experience when designed correctly. > > Regarding the book by James Paul Gee, I am intrigued and think it is > possible that games can be used to gain skills that are relevant in > the > real world. I checked it out on amazon and found this: > http://www.amazon.com/Video-Games-Teach-Learning-Literacy/dp/ > 1403965382/ > sr=8-1/qid=1171294424/ref=pd_bbs_sr_1/104-0689205-7632717? > ie=UTF8&s=book > s > > It seems that Gee is a serious scholar who is attempting to > overturn the > notion that video games are bad for children. While I do see the > potential for games as a learning tool, I have to say that I see > reality > as the greatest tool for children to learn how to successfully > function > in society. > They learn to immitate and function as they absorb the particular > cultural environ and the challenges therein. > > Basically my main concern is this: Where do you draw the line > between a > badly made game that is designed to excite and stimulate without any > strategic challenge and a well designed game? How can you tell the > difference? Gee's book addresses this in some detail. From his study of video games and classrooms, he generates learning design principles which are evidenced in both well-designed video games and classrooms. > > Craig > > -------------------------------------- > Craig Alinder > info at gaming-pc.net > http://www.refinancequiz.com It sounds like you might find this book interesting. David J. Rosen David J. Rosen djrosen at comcast.net > > ----- Original Message ----- > From: "David Rosen" > To: "The Technology and Literacy Discussion List" > > Sent: Sunday, February 11, 2007 7:47 AM > Subject: [Technology 843] The magic of technology for learning is > outsidethe classroom > > >> Marianne, Steve, and others >> >> There is a magical, compelling learning technology which is almost >> never used in the classroom, neither in K-12 or adult education. It >> is widely used at home, however, and in "computer cafes" around the >> world , mostly by male "digital natives" under 30. It is not usually >> designed to teach anything that instructors would recognize as basic >> skills or academic content, yet it incorporates some principles of >> learning that at least one author has argued at length, are far >> superior to what is found in most classrooms. It is capable of >> teaching content -- any content -- in ways that are more engaging >> than > >> most classrooms. >> >> I am referring to well-designed video games, and to the book, _What >> Video Games Have to teach Us About Learning and Literacy_ by James >> Paul Gee. According to Gee, good video game designers carefully >> create games so that players learn (and improve) strategies in >> context, as they go, so that (using Lev Vygotsky's concept) each new >> scenario presents the first-person, active learner-players with >> challenges that are just outside their "zone of proximal development" > >> providing difficult challenges, but within reach, and hence highly >> motivating. Gee also argues that many of these games focus on >> problem > >> solving strategies and attitudes, sometimes those that are useful in >> the workplace such as getting information from context, getting and >> sharing information with co-workers, taking calculated risks, and >> working as a team. >> >> There is at least one (free) computer simulation that incorporates >> some of these good game design principles and that also has basic >> skills (reading,writing and numeracy) content, The Office, by Mike >> Hillinger. See the simulation at: >> >> http://www.lexiconsys.com/dswmedia/working_simulations.html >> >> and a description of it at: >> >> http://www.readingonline.org/electronic/elec_index.asp? >> HREF=hillinger/ >> >> I have three questions for those on this list: >> >> 1. Would you (anyone on this list) be interested in having a >> discussion of James Paul Gee's book, _What Video Games Have to teach >> Us About Learning and Literacy_ , on the Technology discussion list? >> 2. Do you know of any other engaging, well-designed video games for >> adults or older youth that have adult literacy education skills and >> knowledge (including adult secondary education and ESOL) as content? >> 3. Do you use computer simulations or video games for learning >> purposes in your classroom or learning lab? If so, which ones, and >> how do you use them? >> >> David J. Rosen >> djrosen at comcast.net >> >> >> On Feb 7, 2007, at 1:29 PM, Mariann Fedele wrote: >> >>> Hello Steve and all, >>> >>> Steve, you wrote, "staff and students now we seem to ask too much of >>> technology, expect it to be like magic." >>> >>> I think this comment is important to consider when thinking about >>> how > >>> technology relates to the teaching and learning process and >>> integrating it in a purposeful way. To begin grappling with that >>> question a useful reference source is the report by the National >>> Research Council titled "How People Learn: Brain, Mind, Experience, >>> and School" (1999). Of course, there have been many advances in the >>> technology we use since the time it was published, but many of the >>> core findings I believe still hold true. >>> What do others on the list think? How can these recommendations >>> inform our practice? Following is an excerpt from the concluding >>> chapter. >>> >>> >>> LEARNING ENVIRONMENTS >>> Tools of Technology >>> >>> Technology has become an important instrument in education. >>> Computer-based technologies hold great promise both for increasing >>> access to knowledge and as a means of promoting learning. The public >>> imagination has been captured by the capacity of information >>> technologies to centralize and organize large bodies of knowledge; >>> people are excited by the prospect of information networks, such as >>> the Internet, for linking students around the globe into communities >>> of learners. >>> >>> There are five ways that technology can be used to help meet >>> the > >>> challenges of establishing effective learning environments: >>> >>> 1. Bringing real-world problems into classrooms through the use of >>> videos, demonstrations, simulations, and Internet connections to >>> concrete data and working scientists. >>> 2. Providing "scaffolding" support to augment what learners can do >>> and reason about on their path to understanding. Scaffolding allows >>> learners to participate in complex cognitive performances, such as >>> scientific visualization and model-based learning, that is more >>> difficult or impossible without technical support. >>> >>> 3. Increasing opportunities for learners to receive feedback from >>> software tutors, teachers, and peers; to engage in reflection on >>> their own learning processes; and to receive guidance toward >>> progressive revisions that improve their learning and reasoning. >>> >>> 4. Building local and global communities of teachers, >>> administrators, > >>> students, parents, and other interested learners. >>> >>> 5. Expanding opportunities for teachers' learning. >>> >>> An important function of some of the new technologies is their >>> use as tools of representation. Representational thinking is central >>> to in-depth understanding and problem representation is one of the >>> skills that distinguish subject experts from novices. Many of the >>> tools also have the potential to provide multiple contexts and >>> opportunities for learning and transfer, for both student-learners >>> and teacher-learners. >>> Technologies can be used as learning and problem-solving tools to >>> promote both independent learning and collaborative networks of >>> learners and practitioners. >>> >>> The use of new technologies in classrooms, or the use of any >>> learning aid for that matter, is never solely a technical matter. >>> The > >>> new electronic technologies, like any other educational resource, >>> are > >>> used in a social environment and are, therefore, mediated by the >>> dialogues that students have with each other and the teacher. >>> >>> Educational software needs to be developed and implemented with >>> a full understanding of the principles of learning and developmental >>> psychology. Many new issues arise when one considers how to educate >>> teachers to use new technologies effectively: What do they need to >>> know about learning processes? What do they need to know about the >>> technologies? What kinds of training are most effective for helping >>> teachers use high-quality instructional programs? Understanding the >>> issues that affect teachers who will be using new technologies is >>> just as pressing as questions of the learning potential and >>> developmental appropriateness of the technologies for children. >>> >>> If you want to read the whole chapter it can found at: >>> http://books.nap.edu/html/howpeople1/ch10.html >>> >>> >>> Mariann Fedele >>> Associate Director, >>> NYC Regional Adult Education Network >>> 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 >>> www.lacnyc.org >>> >>> >>> -----Original Message----- >>> From: technology-bounces at nifl.gov >>> [mailto:technology-bounces at nifl.gov] >>> On Behalf Of Steve Quann >>> Sent: Tuesday, February 06, 2007 5:41 PM >>> To: The Technology and Literacy Discussion List >>> Subject: [Technology 833] Re: Changing reading levels of text >>> questions >>> >>> Hi Patti, >>> Haven't used this, but I came upon it last week: >>> http://www.usingenglish.com/resources/text-statistics.php >>> >>> Sounds like you already know much of this, but here is a site that >>> might help with the creating/editing. >>> >>> http://www.hsph.harvard.edu/healthliteracy/materials.html >>> >>> I am finding that even though there are some things that just amaze >>> me staff and students now we seem to ask too much of technology >>> expect it to be like magic. Others? >>> >>> Good luck, >>> Steve >>> >>> >>>>>> "Patti White" 2/6/2007 4:21 PM >>> >>> I received the following request and I'm stumped. Here's the > request: >>> -------------------------------------------------------------------- >>> - >>> - >>> -- >>> -------- >>> >>> Do you know of a computer program that takes text and offers >>> suggestions for dropping the reading level.. As in maybe 10th grade >>> to 5th grade...Is there software that does that other than just >>> using > >>> the Flesch-Kincaid Readability stats and doing it by hand??? >>> >>> Next question..When you are adapting text for folks with literacy >>> issues....you know how you drop the reading level down and augment >>> with pictures...Is there a term that is used for that ..something >>> like .modified text with pictures or something like that...???? >>> >>> -------------------------------------------------------------------- >>> - >>> - >>> -- >>> -------- >>> >>> The only thing I can find that might help is the Auto Summarize >>> feature in Microsoft Word, but it's not really appropriate. Does >>> anyone know of some software that will drop the reading level of >>> text? And is there a term for that process? >>> >>> Thanks for whatever help anyone can give, Patti White >>> >>> Patti White, M.Ed. >>> Disabilities Project Manager >>> Arkansas Adult Learning Resource Center prwhite at madisoncounty.net >>> http://aalrc.org/resources/ld/index.aspx >>> 800.569.3539 ph/fax/tty >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Technology and Literacy mailing list >>> Technology at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/technology >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Technology and Literacy mailing list >>> Technology at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/technology >> >> David J. Rosen >> djrosen at comcast.net >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> >> >> -- >> No virus found in this incoming message. >> Checked by AVG Free Edition. >> Version: 7.5.441 / Virus Database: 268.17.35/680 - Release Date: >> 2/10/2007 >> 9:15 PM >> >> > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology From info at gaming-pc.net Mon Feb 12 20:06:34 2007 From: info at gaming-pc.net (Craig Alinder) Date: Mon, 12 Feb 2007 18:06:34 -0700 Subject: [Technology 851] Re: The magic of technology for learning isoutside the classroom References: <767E25E6EB68944981AA718B93201F8003E7ADC1@MCMAIL2.mcnte.mc.cc.md.us> <3964C5A7-602E-4D1B-9425-1D6A25245E78@comcast.net> Message-ID: <05a201c74f0b$37376400$6801a8c0@VAIODesktop> Thank you David for engaging my doubts with a well composed discussion. I think I will add Gee's book to my summer reading list. Craig -------------------------------------- Craig Alinder info at gaming-pc.net http://www.refinancequiz.com ----- Original Message ----- From: "David Rosen" To: "The Technology and Literacy Discussion List" Sent: Monday, February 12, 2007 3:24 PM Subject: [Technology 850] Re: The magic of technology for learning isoutside the classroom > Hello Alan and Craig, > > On Feb 12, 2007, at 1:39 PM, Gerstle, Alan wrote: > >> I believe the technology in education debate has not changed much in >> 2,000 years. Plato's Seventh Epistle warns against using systems of >> writing because Plato feared they would lead to the decay of memory. >> Doesn't each technology provide something and take away something >> else? >> And isn't the introduction of a technology into a culture have >> unintended consequences simply because we cannot foresee the future? >> How enthusiastic would the developers of the internal engine be if >> they >> foresaw that automobile accidents would kill 40,000 Americans each >> year--chiefly owing to human error? >> >> Perhaps if there were a set of 'first principles' about technology, >> one >> could begin to address their place in society and education. Among >> these would be, I think, >> >> 1) Decide what is worth knowing; >> 2) Figure out a way of teaching technological literacy--not only the >> capabilities of technology as learning tools--but the moral philosophy >> behind those who encouarge the use of technology. >> 3) Understand the motivation of technocrats; simply because someone >> avers, for example, that video games are 'good for you,' understand >> the >> person's concept of good. The assembly line was 'good' for >> manufacturers. Was it good for workers? Textbooks are good for >> (many) >> teachers, and definitely for publishers. Are they good for students? > > I think James Paul Gee would not say that "video games are good for > you." He might say that some games, well-designed ones, are well- > designed learning environments. He might say that some video games > are good for some people, although I don't recall that he does. He > has said that there are some learning design principles which apply > both to well-designed video games and to classrooms. He has a list > of these in the appendix of his book, but frankly, most of them only > make sense after you have "engaged" with the chapters of the book. > >> Moral philosophy is of particular significance in a concern raised >> here >> regarding a 'well-made' videogame that 'excites and stimulates' vs. >> poorly designed ones without any 'strategic challenge.' Al-Quaeda >> have >> reprogrammed video games and used them as recruiting tools. Their >> objective it is to destroy the American military in virtual reality. >> Would anyone applaud a well-designed game of that nature? > > Gee devotes a thoughtful chapter to this issue and cites an example > of a game whose content is to teach those of one religion to hate > those of another. > >> -----Original Message----- >> From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] >> On Behalf Of Craig Alinder >> Sent: Monday, February 12, 2007 10:44 AM >> To: The Technology and Literacy Discussion List >> Subject: [Technology 845] Re: The magic of technology for learning >> isoutsidethe classroom >> >> I use the classic keyboarding software that incorporates games into >> the >> learning experience Mavis Beacon Teaches Typing. It basically offers >> game breaks as rewards to significant progress during the "lessons". I >> realize this is not exactly what you are referring to when you mention >> games as a dynamic and challenging experience when designed correctly. >> >> Regarding the book by James Paul Gee, I am intrigued and think it is >> possible that games can be used to gain skills that are relevant in >> the >> real world. I checked it out on amazon and found this: >> http://www.amazon.com/Video-Games-Teach-Learning-Literacy/dp/ >> 1403965382/ >> sr=8-1/qid=1171294424/ref=pd_bbs_sr_1/104-0689205-7632717? >> ie=UTF8&s=book >> s >> >> It seems that Gee is a serious scholar who is attempting to >> overturn the >> notion that video games are bad for children. While I do see the >> potential for games as a learning tool, I have to say that I see >> reality >> as the greatest tool for children to learn how to successfully >> function >> in society. >> They learn to immitate and function as they absorb the particular >> cultural environ and the challenges therein. >> >> Basically my main concern is this: Where do you draw the line >> between a >> badly made game that is designed to excite and stimulate without any >> strategic challenge and a well designed game? How can you tell the >> difference? > > Gee's book addresses this in some detail. From his study of video > games and classrooms, he generates learning design principles which > are evidenced in both well-designed video games and classrooms. > >> >> Craig >> >> -------------------------------------- >> Craig Alinder >> info at gaming-pc.net >> http://www.refinancequiz.com > > It sounds like you might find this book interesting. > > David J. Rosen > > David J. Rosen > djrosen at comcast.net > >> >> ----- Original Message ----- >> From: "David Rosen" >> To: "The Technology and Literacy Discussion List" >> >> Sent: Sunday, February 11, 2007 7:47 AM >> Subject: [Technology 843] The magic of technology for learning is >> outsidethe classroom >> >> >>> Marianne, Steve, and others >>> >>> There is a magical, compelling learning technology which is almost >>> never used in the classroom, neither in K-12 or adult education. It >>> is widely used at home, however, and in "computer cafes" around the >>> world , mostly by male "digital natives" under 30. It is not usually >>> designed to teach anything that instructors would recognize as basic >>> skills or academic content, yet it incorporates some principles of >>> learning that at least one author has argued at length, are far >>> superior to what is found in most classrooms. It is capable of >>> teaching content -- any content -- in ways that are more engaging >>> than >> >>> most classrooms. >>> >>> I am referring to well-designed video games, and to the book, _What >>> Video Games Have to teach Us About Learning and Literacy_ by James >>> Paul Gee. According to Gee, good video game designers carefully >>> create games so that players learn (and improve) strategies in >>> context, as they go, so that (using Lev Vygotsky's concept) each new >>> scenario presents the first-person, active learner-players with >>> challenges that are just outside their "zone of proximal development" >> >>> providing difficult challenges, but within reach, and hence highly >>> motivating. Gee also argues that many of these games focus on >>> problem >> >>> solving strategies and attitudes, sometimes those that are useful in >>> the workplace such as getting information from context, getting and >>> sharing information with co-workers, taking calculated risks, and >>> working as a team. >>> >>> There is at least one (free) computer simulation that incorporates >>> some of these good game design principles and that also has basic >>> skills (reading,writing and numeracy) content, The Office, by Mike >>> Hillinger. See the simulation at: >>> >>> http://www.lexiconsys.com/dswmedia/working_simulations.html >>> >>> and a description of it at: >>> >>> http://www.readingonline.org/electronic/elec_index.asp? >>> HREF=hillinger/ >>> >>> I have three questions for those on this list: >>> >>> 1. Would you (anyone on this list) be interested in having a >>> discussion of James Paul Gee's book, _What Video Games Have to teach >>> Us About Learning and Literacy_ , on the Technology discussion list? >>> 2. Do you know of any other engaging, well-designed video games for >>> adults or older youth that have adult literacy education skills and >>> knowledge (including adult secondary education and ESOL) as content? >>> 3. Do you use computer simulations or video games for learning >>> purposes in your classroom or learning lab? If so, which ones, and >>> how do you use them? >>> >>> David J. Rosen >>> djrosen at comcast.net >>> >>> >>> On Feb 7, 2007, at 1:29 PM, Mariann Fedele wrote: >>> >>>> Hello Steve and all, >>>> >>>> Steve, you wrote, "staff and students now we seem to ask too much of >>>> technology, expect it to be like magic." >>>> >>>> I think this comment is important to consider when thinking about >>>> how >> >>>> technology relates to the teaching and learning process and >>>> integrating it in a purposeful way. To begin grappling with that >>>> question a useful reference source is the report by the National >>>> Research Council titled "How People Learn: Brain, Mind, Experience, >>>> and School" (1999). Of course, there have been many advances in the >>>> technology we use since the time it was published, but many of the >>>> core findings I believe still hold true. >>>> What do others on the list think? How can these recommendations >>>> inform our practice? Following is an excerpt from the concluding >>>> chapter. >>>> >>>> >>>> LEARNING ENVIRONMENTS >>>> Tools of Technology >>>> >>>> Technology has become an important instrument in education. >>>> Computer-based technologies hold great promise both for increasing >>>> access to knowledge and as a means of promoting learning. The public >>>> imagination has been captured by the capacity of information >>>> technologies to centralize and organize large bodies of knowledge; >>>> people are excited by the prospect of information networks, such as >>>> the Internet, for linking students around the globe into communities >>>> of learners. >>>> >>>> There are five ways that technology can be used to help meet >>>> the >> >>>> challenges of establishing effective learning environments: >>>> >>>> 1. Bringing real-world problems into classrooms through the use of >>>> videos, demonstrations, simulations, and Internet connections to >>>> concrete data and working scientists. >>>> 2. Providing "scaffolding" support to augment what learners can do >>>> and reason about on their path to understanding. Scaffolding allows >>>> learners to participate in complex cognitive performances, such as >>>> scientific visualization and model-based learning, that is more >>>> difficult or impossible without technical support. >>>> >>>> 3. Increasing opportunities for learners to receive feedback from >>>> software tutors, teachers, and peers; to engage in reflection on >>>> their own learning processes; and to receive guidance toward >>>> progressive revisions that improve their learning and reasoning. >>>> >>>> 4. Building local and global communities of teachers, >>>> administrators, >> >>>> students, parents, and other interested learners. >>>> >>>> 5. Expanding opportunities for teachers' learning. >>>> >>>> An important function of some of the new technologies is their >>>> use as tools of representation. Representational thinking is central >>>> to in-depth understanding and problem representation is one of the >>>> skills that distinguish subject experts from novices. Many of the >>>> tools also have the potential to provide multiple contexts and >>>> opportunities for learning and transfer, for both student-learners >>>> and teacher-learners. >>>> Technologies can be used as learning and problem-solving tools to >>>> promote both independent learning and collaborative networks of >>>> learners and practitioners. >>>> >>>> The use of new technologies in classrooms, or the use of any >>>> learning aid for that matter, is never solely a technical matter. >>>> The >> >>>> new electronic technologies, like any other educational resource, >>>> are >> >>>> used in a social environment and are, therefore, mediated by the >>>> dialogues that students have with each other and the teacher. >>>> >>>> Educational software needs to be developed and implemented with >>>> a full understanding of the principles of learning and developmental >>>> psychology. Many new issues arise when one considers how to educate >>>> teachers to use new technologies effectively: What do they need to >>>> know about learning processes? What do they need to know about the >>>> technologies? What kinds of training are most effective for helping >>>> teachers use high-quality instructional programs? Understanding the >>>> issues that affect teachers who will be using new technologies is >>>> just as pressing as questions of the learning potential and >>>> developmental appropriateness of the technologies for children. >>>> >>>> If you want to read the whole chapter it can found at: >>>> http://books.nap.edu/html/howpeople1/ch10.html >>>> >>>> >>>> Mariann Fedele >>>> Associate Director, >>>> NYC Regional Adult Education Network >>>> 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 >>>> www.lacnyc.org >>>> >>>> >>>> -----Original Message----- >>>> From: technology-bounces at nifl.gov >>>> [mailto:technology-bounces at nifl.gov] >>>> On Behalf Of Steve Quann >>>> Sent: Tuesday, February 06, 2007 5:41 PM >>>> To: The Technology and Literacy Discussion List >>>> Subject: [Technology 833] Re: Changing reading levels of text >>>> questions >>>> >>>> Hi Patti, >>>> Haven't used this, but I came upon it last week: >>>> http://www.usingenglish.com/resources/text-statistics.php >>>> >>>> Sounds like you already know much of this, but here is a site that >>>> might help with the creating/editing. >>>> >>>> http://www.hsph.harvard.edu/healthliteracy/materials.html >>>> >>>> I am finding that even though there are some things that just amaze >>>> me staff and students now we seem to ask too much of technology >>>> expect it to be like magic. Others? >>>> >>>> Good luck, >>>> Steve >>>> >>>> >>>>>>> "Patti White" 2/6/2007 4:21 PM >>> >>>> I received the following request and I'm stumped. Here's the >> request: >>>> -------------------------------------------------------------------- >>>> - >>>> - >>>> -- >>>> -------- >>>> >>>> Do you know of a computer program that takes text and offers >>>> suggestions for dropping the reading level.. As in maybe 10th grade >>>> to 5th grade...Is there software that does that other than just >>>> using >> >>>> the Flesch-Kincaid Readability stats and doing it by hand??? >>>> >>>> Next question..When you are adapting text for folks with literacy >>>> issues....you know how you drop the reading level down and augment >>>> with pictures...Is there a term that is used for that ..something >>>> like .modified text with pictures or something like that...???? >>>> >>>> -------------------------------------------------------------------- >>>> - >>>> - >>>> -- >>>> -------- >>>> >>>> The only thing I can find that might help is the Auto Summarize >>>> feature in Microsoft Word, but it's not really appropriate. Does >>>> anyone know of some software that will drop the reading level of >>>> text? And is there a term for that process? >>>> >>>> Thanks for whatever help anyone can give, Patti White >>>> >>>> Patti White, M.Ed. >>>> Disabilities Project Manager >>>> Arkansas Adult Learning Resource Center prwhite at madisoncounty.net >>>> http://aalrc.org/resources/ld/index.aspx >>>> 800.569.3539 ph/fax/tty >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Technology and Literacy mailing list >>>> Technology at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/technology >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Technology and Literacy mailing list >>>> Technology at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/technology >>> >>> David J. Rosen >>> djrosen at comcast.net >>> >>> >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Technology and Literacy mailing list >>> Technology at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/technology >>> >>> >>> -- >>> No virus found in this incoming message. >>> Checked by AVG Free Edition. >>> Version: 7.5.441 / Virus Database: 268.17.35/680 - Release Date: >>> 2/10/2007 >>> 9:15 PM >>> >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology > > > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > > -- > No virus found in this incoming message. > Checked by AVG Free Edition. > Version: 7.5.441 / Virus Database: 268.17.37/682 - Release Date: 2/12/2007 > 1:23 PM > > From djrosen at comcast.net Tue Feb 13 06:24:23 2007 From: djrosen at comcast.net (David Rosen) Date: Tue, 13 Feb 2007 06:24:23 -0500 Subject: [Technology 852] 26 ways to keep up with technology Message-ID: <92836D1E-7E4D-4321-93C3-A0CC5979C648@comcast.net> Technology colleagues, in July, 2005 we had a discussion here about how to keep up with changes in technology. I archived the discussion on the Adult Literacy Education Wiki at http://wiki.literacytent.org/index.php/AleTechnologyKeepingUp and just updated it to include Barry Burkett's recent suggestion, StumbleUpon. Please take a look at the list of strategies to keep up. Are there other strategies that should be added? Do you have comments on, updates of, or refinements for the 26 strategies? If you work with other adult education practitioners who need to keep up with technology, but who may not (yet) subscribe to the NIFL Technology discussion list, please share this list of strategies with them, and ask if they have anything to add. If so, let us know what they suggest. And of course I will add these ideas to the ALE Wiki page. David J. Rosen djrosen at comcast.net From Alan.Gerstle at montgomerycollege.edu Tue Feb 13 08:46:56 2007 From: Alan.Gerstle at montgomerycollege.edu (Gerstle, Alan) Date: Tue, 13 Feb 2007 08:46:56 -0500 Subject: [Technology 853] Thanks, David: The magic of technology for learning isoutside the classroom Message-ID: <767E25E6EB68944981AA718B93201F8003E7ADC7@MCMAIL2.mcnte.mc.cc.md.us> -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David Rosen Hi David, Thanks for providing a precis of some of Gee's arguments. It has shown me that I should practice what I preach, i.e., not comment about a book unless I've read it!!!Rather than give myself an 'F,' however, I'll allow myself to resubmit my comments after I've read it. Whew! ; ) Alan Sent: Monday, February 12, 2007 5:24 PM To: The Technology and Literacy Discussion List Subject: [Technology 850] Re: The magic of technology for learning isoutside the classroom Hello Alan and Craig, On Feb 12, 2007, at 1:39 PM, Gerstle, Alan wrote: > I believe the technology in education debate has not changed much in > 2,000 years. Plato's Seventh Epistle warns against using systems of > writing because Plato feared they would lead to the decay of memory. > Doesn't each technology provide something and take away something > else? > And isn't the introduction of a technology into a culture have > unintended consequences simply because we cannot foresee the future? > How enthusiastic would the developers of the internal engine be if > they foresaw that automobile accidents would kill 40,000 Americans > each year--chiefly owing to human error? > > Perhaps if there were a set of 'first principles' about technology, > one could begin to address their place in society and education. > Among these would be, I think, > > 1) Decide what is worth knowing; > 2) Figure out a way of teaching technological literacy--not only the > capabilities of technology as learning tools--but the moral philosophy > behind those who encouarge the use of technology. > 3) Understand the motivation of technocrats; simply because someone > avers, for example, that video games are 'good for you,' understand > the person's concept of good. The assembly line was 'good' for > manufacturers. Was it good for workers? Textbooks are good for > (many) > teachers, and definitely for publishers. Are they good for students? I think James Paul Gee would not say that "video games are good for you." He might say that some games, well-designed ones, are well- designed learning environments. He might say that some video games are good for some people, although I don't recall that he does. He has said that there are some learning design principles which apply both to well-designed video games and to classrooms. He has a list of these in the appendix of his book, but frankly, most of them only make sense after you have "engaged" with the chapters of the book. > Moral philosophy is of particular significance in a concern raised > here regarding a 'well-made' videogame that 'excites and stimulates' > vs. > poorly designed ones without any 'strategic challenge.' Al-Quaeda > have reprogrammed video games and used them as recruiting tools. > Their objective it is to destroy the American military in virtual > reality. > Would anyone applaud a well-designed game of that nature? Gee devotes a thoughtful chapter to this issue and cites an example of a game whose content is to teach those of one religion to hate those of another. > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Craig Alinder > Sent: Monday, February 12, 2007 10:44 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 845] Re: The magic of technology for learning > isoutsidethe classroom > > I use the classic keyboarding software that incorporates games into > the learning experience Mavis Beacon Teaches Typing. It basically > offers game breaks as rewards to significant progress during the > "lessons". I realize this is not exactly what you are referring to > when you mention games as a dynamic and challenging experience when > designed correctly. > > Regarding the book by James Paul Gee, I am intrigued and think it is > possible that games can be used to gain skills that are relevant in > the real world. I checked it out on amazon and found this: > http://www.amazon.com/Video-Games-Teach-Learning-Literacy/dp/ > 1403965382/ > sr=8-1/qid=1171294424/ref=pd_bbs_sr_1/104-0689205-7632717? > ie=UTF8&s=book > s > > It seems that Gee is a serious scholar who is attempting to overturn > the notion that video games are bad for children. While I do see the > potential for games as a learning tool, I have to say that I see > reality as the greatest tool for children to learn how to successfully > function in society. > They learn to immitate and function as they absorb the particular > cultural environ and the challenges therein. > > Basically my main concern is this: Where do you draw the line between > a badly made game that is designed to excite and stimulate without any > strategic challenge and a well designed game? How can you tell the > difference? Gee's book addresses this in some detail. From his study of video games and classrooms, he generates learning design principles which are evidenced in both well-designed video games and classrooms. > > Craig > > -------------------------------------- > Craig Alinder > info at gaming-pc.net > http://www.refinancequiz.com It sounds like you might find this book interesting. David J. Rosen David J. Rosen djrosen at comcast.net > > ----- Original Message ----- > From: "David Rosen" > To: "The Technology and Literacy Discussion List" > > Sent: Sunday, February 11, 2007 7:47 AM > Subject: [Technology 843] The magic of technology for learning is > outsidethe classroom > > >> Marianne, Steve, and others >> >> There is a magical, compelling learning technology which is almost >> never used in the classroom, neither in K-12 or adult education. It >> is widely used at home, however, and in "computer cafes" around the >> world , mostly by male "digital natives" under 30. It is not usually >> designed to teach anything that instructors would recognize as basic >> skills or academic content, yet it incorporates some principles of >> learning that at least one author has argued at length, are far >> superior to what is found in most classrooms. It is capable of >> teaching content -- any content -- in ways that are more engaging >> than > >> most classrooms. >> >> I am referring to well-designed video games, and to the book, _What >> Video Games Have to teach Us About Learning and Literacy_ by James >> Paul Gee. According to Gee, good video game designers carefully >> create games so that players learn (and improve) strategies in >> context, as they go, so that (using Lev Vygotsky's concept) each new >> scenario presents the first-person, active learner-players with >> challenges that are just outside their "zone of proximal development" > >> providing difficult challenges, but within reach, and hence highly >> motivating. Gee also argues that many of these games focus on >> problem > >> solving strategies and attitudes, sometimes those that are useful in >> the workplace such as getting information from context, getting and >> sharing information with co-workers, taking calculated risks, and >> working as a team. >> >> There is at least one (free) computer simulation that incorporates >> some of these good game design principles and that also has basic >> skills (reading,writing and numeracy) content, The Office, by Mike >> Hillinger. See the simulation at: >> >> http://www.lexiconsys.com/dswmedia/working_simulations.html >> >> and a description of it at: >> >> http://www.readingonline.org/electronic/elec_index.asp? >> HREF=hillinger/ >> >> I have three questions for those on this list: >> >> 1. Would you (anyone on this list) be interested in having a >> discussion of James Paul Gee's book, _What Video Games Have to teach >> Us About Learning and Literacy_ , on the Technology discussion list? >> 2. Do you know of any other engaging, well-designed video games for >> adults or older youth that have adult literacy education skills and >> knowledge (including adult secondary education and ESOL) as content? >> 3. Do you use computer simulations or video games for learning >> purposes in your classroom or learning lab? If so, which ones, and >> how do you use them? >> >> David J. Rosen >> djrosen at comcast.net >> >> >> On Feb 7, 2007, at 1:29 PM, Mariann Fedele wrote: >> >>> Hello Steve and all, >>> >>> Steve, you wrote, "staff and students now we seem to ask too much of >>> technology, expect it to be like magic." >>> >>> I think this comment is important to consider when thinking about >>> how > >>> technology relates to the teaching and learning process and >>> integrating it in a purposeful way. To begin grappling with that >>> question a useful reference source is the report by the National >>> Research Council titled "How People Learn: Brain, Mind, Experience, >>> and School" (1999). Of course, there have been many advances in the >>> technology we use since the time it was published, but many of the >>> core findings I believe still hold true. >>> What do others on the list think? How can these recommendations >>> inform our practice? Following is an excerpt from the concluding >>> chapter. >>> >>> >>> LEARNING ENVIRONMENTS >>> Tools of Technology >>> >>> Technology has become an important instrument in education. >>> Computer-based technologies hold great promise both for increasing >>> access to knowledge and as a means of promoting learning. The public >>> imagination has been captured by the capacity of information >>> technologies to centralize and organize large bodies of knowledge; >>> people are excited by the prospect of information networks, such as >>> the Internet, for linking students around the globe into communities >>> of learners. >>> >>> There are five ways that technology can be used to help meet >>> the > >>> challenges of establishing effective learning environments: >>> >>> 1. Bringing real-world problems into classrooms through the use of >>> videos, demonstrations, simulations, and Internet connections to >>> concrete data and working scientists. >>> 2. Providing "scaffolding" support to augment what learners can do >>> and reason about on their path to understanding. Scaffolding allows >>> learners to participate in complex cognitive performances, such as >>> scientific visualization and model-based learning, that is more >>> difficult or impossible without technical support. >>> >>> 3. Increasing opportunities for learners to receive feedback from >>> software tutors, teachers, and peers; to engage in reflection on >>> their own learning processes; and to receive guidance toward >>> progressive revisions that improve their learning and reasoning. >>> >>> 4. Building local and global communities of teachers, >>> administrators, > >>> students, parents, and other interested learners. >>> >>> 5. Expanding opportunities for teachers' learning. >>> >>> An important function of some of the new technologies is their >>> use as tools of representation. Representational thinking is central >>> to in-depth understanding and problem representation is one of the >>> skills that distinguish subject experts from novices. Many of the >>> tools also have the potential to provide multiple contexts and >>> opportunities for learning and transfer, for both student-learners >>> and teacher-learners. >>> Technologies can be used as learning and problem-solving tools to >>> promote both independent learning and collaborative networks of >>> learners and practitioners. >>> >>> The use of new technologies in classrooms, or the use of any >>> learning aid for that matter, is never solely a technical matter. >>> The > >>> new electronic technologies, like any other educational resource, >>> are > >>> used in a social environment and are, therefore, mediated by the >>> dialogues that students have with each other and the teacher. >>> >>> Educational software needs to be developed and implemented with >>> a full understanding of the principles of learning and developmental >>> psychology. Many new issues arise when one considers how to educate >>> teachers to use new technologies effectively: What do they need to >>> know about learning processes? What do they need to know about the >>> technologies? What kinds of training are most effective for helping >>> teachers use high-quality instructional programs? Understanding the >>> issues that affect teachers who will be using new technologies is >>> just as pressing as questions of the learning potential and >>> developmental appropriateness of the technologies for children. >>> >>> If you want to read the whole chapter it can found at: >>> http://books.nap.edu/html/howpeople1/ch10.html >>> >>> >>> Mariann Fedele >>> Associate Director, >>> NYC Regional Adult Education Network 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 >>> www.lacnyc.org >>> >>> >>> -----Original Message----- >>> From: technology-bounces at nifl.gov >>> [mailto:technology-bounces at nifl.gov] >>> On Behalf Of Steve Quann >>> Sent: Tuesday, February 06, 2007 5:41 PM >>> To: The Technology and Literacy Discussion List >>> Subject: [Technology 833] Re: Changing reading levels of text >>> questions >>> >>> Hi Patti, >>> Haven't used this, but I came upon it last week: >>> http://www.usingenglish.com/resources/text-statistics.php >>> >>> Sounds like you already know much of this, but here is a site that >>> might help with the creating/editing. >>> >>> http://www.hsph.harvard.edu/healthliteracy/materials.html >>> >>> I am finding that even though there are some things that just amaze >>> me staff and students now we seem to ask too much of technology >>> expect it to be like magic. Others? >>> >>> Good luck, >>> Steve >>> >>> >>>>>> "Patti White" 2/6/2007 4:21 PM >>> >>> I received the following request and I'm stumped. Here's the > request: >>> -------------------------------------------------------------------- >>> - >>> - >>> -- >>> -------- >>> >>> Do you know of a computer program that takes text and offers >>> suggestions for dropping the reading level.. As in maybe 10th grade >>> to 5th grade...Is there software that does that other than just >>> using > >>> the Flesch-Kincaid Readability stats and doing it by hand??? >>> >>> Next question..When you are adapting text for folks with literacy >>> issues....you know how you drop the reading level down and augment >>> with pictures...Is there a term that is used for that ..something >>> like .modified text with pictures or something like that...???? >>> >>> -------------------------------------------------------------------- >>> - >>> - >>> -- >>> -------- >>> >>> The only thing I can find that might help is the Auto Summarize >>> feature in Microsoft Word, but it's not really appropriate. Does >>> anyone know of some software that will drop the reading level of >>> text? And is there a term for that process? >>> >>> Thanks for whatever help anyone can give, Patti White >>> >>> Patti White, M.Ed. >>> Disabilities Project Manager >>> Arkansas Adult Learning Resource Center prwhite at madisoncounty.net >>> http://aalrc.org/resources/ld/index.aspx >>> 800.569.3539 ph/fax/tty >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Technology and Literacy mailing list Technology at nifl.gov To >>> unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/technology >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Technology and Literacy mailing list Technology at nifl.gov To >>> unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/technology >> >> David J. Rosen >> djrosen at comcast.net >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> >> >> -- >> No virus found in this incoming message. >> Checked by AVG Free Edition. >> Version: 7.5.441 / Virus Database: 268.17.35/680 - Release Date: >> 2/10/2007 >> 9:15 PM >> >> > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From djrosen at comcast.net Tue Feb 13 11:28:14 2007 From: djrosen at comcast.net (David Rosen) Date: Tue, 13 Feb 2007 11:28:14 -0500 Subject: [Technology 854] Re: Thanks, David: The magic of technology for learning isoutside the classroom In-Reply-To: <767E25E6EB68944981AA718B93201F8003E7ADC7@MCMAIL2.mcnte.mc.cc.md.us> References: <767E25E6EB68944981AA718B93201F8003E7ADC7@MCMAIL2.mcnte.mc.cc.md.us> Message-ID: Alan, To tantalize you -- and others -- Gee points out that in many video games, part of the learning process is getting engaged, doing your best with what you know and what skills you have, knowing full well that you will not succeed the first time, that you will in fact die. Dying and coming back to life many times is normal in video games. You can come back any number of times, learning more each time, until you succeed (get to the the next level). Gee points out that this would be a good design principle for classrooms, too, with learners having the opportunity to try hard things, and to fail, knowing that they always get another chance. This encourages learners to keep trying hard things, and to know that eventually, given enough time, they will succeed. What many years ago, was described by Benjamin Bloom as "mastery learning." David J. Rosen djrosen at comcast.net On Feb 13, 2007, at 8:46 AM, Gerstle, Alan wrote: > > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of David Rosen > Hi David, > > Thanks for providing a precis of some of Gee's arguments. It has > shown > me that I should practice what I preach, i.e., not comment about a > book > unless I've read it!!!Rather than give myself an 'F,' however, I'll > allow myself to resubmit my comments after I've read it. Whew! ; ) > > Alan > > > Sent: Monday, February 12, 2007 5:24 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 850] Re: The magic of technology for learning > isoutside the classroom > > Hello Alan and Craig, > > On Feb 12, 2007, at 1:39 PM, Gerstle, Alan wrote: > >> I believe the technology in education debate has not changed much in >> 2,000 years. Plato's Seventh Epistle warns against using systems of >> writing because Plato feared they would lead to the decay of memory. >> Doesn't each technology provide something and take away something >> else? >> And isn't the introduction of a technology into a culture have >> unintended consequences simply because we cannot foresee the future? >> How enthusiastic would the developers of the internal engine be if >> they foresaw that automobile accidents would kill 40,000 Americans >> each year--chiefly owing to human error? >> >> Perhaps if there were a set of 'first principles' about technology, >> one could begin to address their place in society and education. >> Among these would be, I think, >> >> 1) Decide what is worth knowing; >> 2) Figure out a way of teaching technological literacy--not only the >> capabilities of technology as learning tools--but the moral >> philosophy > >> behind those who encouarge the use of technology. >> 3) Understand the motivation of technocrats; simply because someone >> avers, for example, that video games are 'good for you,' understand >> the person's concept of good. The assembly line was 'good' for >> manufacturers. Was it good for workers? Textbooks are good for >> (many) >> teachers, and definitely for publishers. Are they good for students? > > I think James Paul Gee would not say that "video games are good for > you." He might say that some games, well-designed ones, are well- > designed learning environments. He might say that some video games > are > good for some people, although I don't recall that he does. He has > said > that there are some learning design principles which apply both to > well-designed video games and to classrooms. He has a list of > these in > the appendix of his book, but frankly, most of them only make sense > after you have "engaged" with the chapters of the book. > >> Moral philosophy is of particular significance in a concern raised >> here regarding a 'well-made' videogame that 'excites and stimulates' >> vs. >> poorly designed ones without any 'strategic challenge.' Al-Quaeda >> have reprogrammed video games and used them as recruiting tools. >> Their objective it is to destroy the American military in virtual >> reality. >> Would anyone applaud a well-designed game of that nature? > > Gee devotes a thoughtful chapter to this issue and cites an example > of a > game whose content is to teach those of one religion to hate those of > another. > >> -----Original Message----- >> From: technology-bounces at nifl.gov [mailto:technology- >> bounces at nifl.gov] >> On Behalf Of Craig Alinder >> Sent: Monday, February 12, 2007 10:44 AM >> To: The Technology and Literacy Discussion List >> Subject: [Technology 845] Re: The magic of technology for learning >> isoutsidethe classroom >> >> I use the classic keyboarding software that incorporates games into >> the learning experience Mavis Beacon Teaches Typing. It basically >> offers game breaks as rewards to significant progress during the >> "lessons". I realize this is not exactly what you are referring to >> when you mention games as a dynamic and challenging experience when >> designed correctly. >> >> Regarding the book by James Paul Gee, I am intrigued and think it is >> possible that games can be used to gain skills that are relevant in >> the real world. I checked it out on amazon and found this: >> http://www.amazon.com/Video-Games-Teach-Learning-Literacy/dp/ >> 1403965382/ >> sr=8-1/qid=1171294424/ref=pd_bbs_sr_1/104-0689205-7632717? >> ie=UTF8&s=book >> s >> >> It seems that Gee is a serious scholar who is attempting to overturn >> the notion that video games are bad for children. While I do see the >> potential for games as a learning tool, I have to say that I see >> reality as the greatest tool for children to learn how to >> successfully > >> function in society. >> They learn to immitate and function as they absorb the particular >> cultural environ and the challenges therein. >> >> Basically my main concern is this: Where do you draw the line between >> a badly made game that is designed to excite and stimulate without >> any > >> strategic challenge and a well designed game? How can you tell the >> difference? > > Gee's book addresses this in some detail. From his study of video > games > and classrooms, he generates learning design principles which are > evidenced in both well-designed video games and classrooms. > >> >> Craig >> >> -------------------------------------- >> Craig Alinder >> info at gaming-pc.net >> http://www.refinancequiz.com > > It sounds like you might find this book interesting. > > David J. Rosen > > David J. Rosen > djrosen at comcast.net > >> >> ----- Original Message ----- >> From: "David Rosen" >> To: "The Technology and Literacy Discussion List" >> >> Sent: Sunday, February 11, 2007 7:47 AM >> Subject: [Technology 843] The magic of technology for learning is >> outsidethe classroom >> >> >>> Marianne, Steve, and others >>> >>> There is a magical, compelling learning technology which is almost >>> never used in the classroom, neither in K-12 or adult education. It >>> is widely used at home, however, and in "computer cafes" around the >>> world , mostly by male "digital natives" under 30. It is not >>> usually > >>> designed to teach anything that instructors would recognize as basic >>> skills or academic content, yet it incorporates some principles of >>> learning that at least one author has argued at length, are far >>> superior to what is found in most classrooms. It is capable of >>> teaching content -- any content -- in ways that are more engaging >>> than >> >>> most classrooms. >>> >>> I am referring to well-designed video games, and to the book, _What >>> Video Games Have to teach Us About Learning and Literacy_ by James >>> Paul Gee. According to Gee, good video game designers carefully >>> create games so that players learn (and improve) strategies in >>> context, as they go, so that (using Lev Vygotsky's concept) each new >>> scenario presents the first-person, active learner-players with >>> challenges that are just outside their "zone of proximal >>> development" >> >>> providing difficult challenges, but within reach, and hence highly >>> motivating. Gee also argues that many of these games focus on >>> problem >> >>> solving strategies and attitudes, sometimes those that are useful in >>> the workplace such as getting information from context, getting and >>> sharing information with co-workers, taking calculated risks, and >>> working as a team. >>> >>> There is at least one (free) computer simulation that incorporates >>> some of these good game design principles and that also has basic >>> skills (reading,writing and numeracy) content, The Office, by Mike >>> Hillinger. See the simulation at: >>> >>> http://www.lexiconsys.com/dswmedia/working_simulations.html >>> >>> and a description of it at: >>> >>> http://www.readingonline.org/electronic/elec_index.asp? >>> HREF=hillinger/ >>> >>> I have three questions for those on this list: >>> >>> 1. Would you (anyone on this list) be interested in having a >>> discussion of James Paul Gee's book, _What Video Games Have to >>> teach > >>> Us About Learning and Literacy_ , on the Technology discussion list? >>> 2. Do you know of any other engaging, well-designed video games for >>> adults or older youth that have adult literacy education skills and >>> knowledge (including adult secondary education and ESOL) as content? >>> 3. Do you use computer simulations or video games for learning >>> purposes in your classroom or learning lab? If so, which ones, and >>> how do you use them? >>> >>> David J. Rosen >>> djrosen at comcast.net >>> >>> >>> On Feb 7, 2007, at 1:29 PM, Mariann Fedele wrote: >>> >>>> Hello Steve and all, >>>> >>>> Steve, you wrote, "staff and students now we seem to ask too >>>> much of > >>>> technology, expect it to be like magic." >>>> >>>> I think this comment is important to consider when thinking about >>>> how >> >>>> technology relates to the teaching and learning process and >>>> integrating it in a purposeful way. To begin grappling with that >>>> question a useful reference source is the report by the National >>>> Research Council titled "How People Learn: Brain, Mind, Experience, >>>> and School" (1999). Of course, there have been many advances in the >>>> technology we use since the time it was published, but many of the >>>> core findings I believe still hold true. >>>> What do others on the list think? How can these recommendations >>>> inform our practice? Following is an excerpt from the concluding >>>> chapter. >>>> >>>> >>>> LEARNING ENVIRONMENTS >>>> Tools of Technology >>>> >>>> Technology has become an important instrument in education. >>>> Computer-based technologies hold great promise both for increasing >>>> access to knowledge and as a means of promoting learning. The >>>> public > >>>> imagination has been captured by the capacity of information >>>> technologies to centralize and organize large bodies of knowledge; >>>> people are excited by the prospect of information networks, such as >>>> the Internet, for linking students around the globe into >>>> communities > >>>> of learners. >>>> >>>> There are five ways that technology can be used to help meet >>>> the >> >>>> challenges of establishing effective learning environments: >>>> >>>> 1. Bringing real-world problems into classrooms through the use of >>>> videos, demonstrations, simulations, and Internet connections to >>>> concrete data and working scientists. >>>> 2. Providing "scaffolding" support to augment what learners can do >>>> and reason about on their path to understanding. Scaffolding allows >>>> learners to participate in complex cognitive performances, such as >>>> scientific visualization and model-based learning, that is more >>>> difficult or impossible without technical support. >>>> >>>> 3. Increasing opportunities for learners to receive feedback from >>>> software tutors, teachers, and peers; to engage in reflection on >>>> their own learning processes; and to receive guidance toward >>>> progressive revisions that improve their learning and reasoning. >>>> >>>> 4. Building local and global communities of teachers, >>>> administrators, >> >>>> students, parents, and other interested learners. >>>> >>>> 5. Expanding opportunities for teachers' learning. >>>> >>>> An important function of some of the new technologies is their >>>> use as tools of representation. Representational thinking is >>>> central > >>>> to in-depth understanding and problem representation is one of the >>>> skills that distinguish subject experts from novices. Many of the >>>> tools also have the potential to provide multiple contexts and >>>> opportunities for learning and transfer, for both student-learners >>>> and teacher-learners. >>>> Technologies can be used as learning and problem-solving tools to >>>> promote both independent learning and collaborative networks of >>>> learners and practitioners. >>>> >>>> The use of new technologies in classrooms, or the use of any >>>> learning aid for that matter, is never solely a technical matter. >>>> The >> >>>> new electronic technologies, like any other educational resource, >>>> are >> >>>> used in a social environment and are, therefore, mediated by the >>>> dialogues that students have with each other and the teacher. >>>> >>>> Educational software needs to be developed and implemented >>>> with > >>>> a full understanding of the principles of learning and >>>> developmental > >>>> psychology. Many new issues arise when one considers how to educate >>>> teachers to use new technologies effectively: What do they need to >>>> know about learning processes? What do they need to know about the >>>> technologies? What kinds of training are most effective for helping >>>> teachers use high-quality instructional programs? Understanding the >>>> issues that affect teachers who will be using new technologies is >>>> just as pressing as questions of the learning potential and >>>> developmental appropriateness of the technologies for children. >>>> >>>> If you want to read the whole chapter it can found at: >>>> http://books.nap.edu/html/howpeople1/ch10.html >>>> >>>> >>>> Mariann Fedele >>>> Associate Director, >>>> NYC Regional Adult Education Network 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 >>>> www.lacnyc.org >>>> >>>> >>>> -----Original Message----- >>>> From: technology-bounces at nifl.gov >>>> [mailto:technology-bounces at nifl.gov] >>>> On Behalf Of Steve Quann >>>> Sent: Tuesday, February 06, 2007 5:41 PM >>>> To: The Technology and Literacy Discussion List >>>> Subject: [Technology 833] Re: Changing reading levels of text >>>> questions >>>> >>>> Hi Patti, >>>> Haven't used this, but I came upon it last week: >>>> http://www.usingenglish.com/resources/text-statistics.php >>>> >>>> Sounds like you already know much of this, but here is a site that >>>> might help with the creating/editing. >>>> >>>> http://www.hsph.harvard.edu/healthliteracy/materials.html >>>> >>>> I am finding that even though there are some things that just amaze >>>> me staff and students now we seem to ask too much of technology >>>> expect it to be like magic. Others? >>>> >>>> Good luck, >>>> Steve >>>> >>>> >>>>>>> "Patti White" 2/6/2007 4:21 PM >>> >>>> I received the following request and I'm stumped. Here's the >> request: >>>> ------------------------------------------------------------------- >>>> - >>>> - >>>> - >>>> -- >>>> -------- >>>> >>>> Do you know of a computer program that takes text and offers >>>> suggestions for dropping the reading level.. As in maybe 10th grade >>>> to 5th grade...Is there software that does that other than just >>>> using >> >>>> the Flesch-Kincaid Readability stats and doing it by hand??? >>>> >>>> Next question..When you are adapting text for folks with literacy >>>> issues....you know how you drop the reading level down and augment >>>> with pictures...Is there a term that is used for that ..something >>>> like .modified text with pictures or something like that...???? >>>> >>>> ------------------------------------------------------------------- >>>> - >>>> - >>>> - >>>> -- >>>> -------- >>>> >>>> The only thing I can find that might help is the Auto Summarize >>>> feature in Microsoft Word, but it's not really appropriate. Does >>>> anyone know of some software that will drop the reading level of >>>> text? And is there a term for that process? >>>> >>>> Thanks for whatever help anyone can give, Patti White >>>> >>>> Patti White, M.Ed. >>>> Disabilities Project Manager >>>> Arkansas Adult Learning Resource Center prwhite at madisoncounty.net >>>> http://aalrc.org/resources/ld/index.aspx >>>> 800.569.3539 ph/fax/tty >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Technology and Literacy mailing list Technology at nifl.gov To >>>> unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/technology >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Technology and Literacy mailing list Technology at nifl.gov To >>>> unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/technology >>> >>> David J. Rosen >>> djrosen at comcast.net >>> >>> >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Technology and Literacy mailing list >>> Technology at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/technology >>> >>> >>> -- >>> No virus found in this incoming message. >>> Checked by AVG Free Edition. >>> Version: 7.5.441 / Virus Database: 268.17.35/680 - Release Date: >>> 2/10/2007 >>> 9:15 PM >>> >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology > > > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net From MariannF at lacnyc.org Tue Feb 13 13:14:49 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Tue, 13 Feb 2007 13:14:49 -0500 Subject: [Technology 855] Tech List Book Discussion References: <6E8BC13A30982C44BCD32B38FB8F5AB83298C8@lac-exch.lacnyc.local> <46D02A9B-56A9-4745-BAFE-57CEABB6D4B5@comcast.net> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8107BB5@lac-exch.lacnyc.local> Hello David and all, A book discussion on the list sounds like a great idea, particularly on this topic since it has emerged in a number of recent discussions. Thank you for making this suggestion David. Are others on the list interested in doing this? I think we would need aleast a few people who committ to it and can help lead discussion. Please feel free to email me on or off list to let me know. We could plan to have the discussion begin in about a month, enough time to order and read the book. Since we haven't done this before I am open to any and all suggestions about how to proceed. Please email your thoughts to the list. Regards, Mariann ________________________________ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Sun 2/11/2007 9:47 AM To: The Technology and Literacy Discussion List Subject: [Technology 843] The magic of technology for learning is outsidethe classroom Marianne, Steve, and others There is a magical, compelling learning technology which is almost never used in the classroom, neither in K-12 or adult education. It is widely used at home, however, and in "computer cafes" around the world , mostly by male "digital natives" under 30. It is not usually designed to teach anything that instructors would recognize as basic skills or academic content, yet it incorporates some principles of learning that at least one author has argued at length, are far superior to what is found in most classrooms. It is capable of teaching content -- any content -- in ways that are more engaging than most classrooms. I am referring to well-designed video games, and to the book, _What Video Games Have to teach Us About Learning and Literacy_ by James Paul Gee. According to Gee, good video game designers carefully create games so that players learn (and improve) strategies in context, as they go, so that (using Lev Vygotsky's concept) each new scenario presents the first-person, active learner-players with challenges that are just outside their "zone of proximal development" providing difficult challenges, but within reach, and hence highly motivating. Gee also argues that many of these games focus on problem solving strategies and attitudes, sometimes those that are useful in the workplace such as getting information from context, getting and sharing information with co-workers, taking calculated risks, and working as a team. There is at least one (free) computer simulation that incorporates some of these good game design principles and that also has basic skills (reading,writing and numeracy) content, The Office, by Mike Hillinger. See the simulation at: http://www.lexiconsys.com/dswmedia/working_simulations.html and a description of it at: http://www.readingonline.org/electronic/elec_index.asp?HREF=hillinger/ I have three questions for those on this list: 1. Would you (anyone on this list) be interested in having a discussion of James Paul Gee's book, _What Video Games Have to teach Us About Learning and Literacy_ , on the Technology discussion list? 2. Do you know of any other engaging, well-designed video games for adults or older youth that have adult literacy education skills and knowledge (including adult secondary education and ESOL) as content? 3. Do you use computer simulations or video games for learning purposes in your classroom or learning lab? If so, which ones, and how do you use them? David J. Rosen djrosen at comcast.net On Feb 7, 2007, at 1:29 PM, Mariann Fedele wrote: > Hello Steve and all, > > Steve, you wrote, "staff and students now we seem to ask too much of > technology, expect it to be like magic." > > I think this comment is important to consider when thinking about how > technology relates to the teaching and learning process and > integrating > it in a purposeful way. To begin grappling with that question a useful > reference source is the report by the National Research Council titled > "How People Learn: Brain, Mind, Experience, and School" (1999). Of > course, there have been many advances in the technology we use > since the > time it was published, but many of the core findings I believe still > hold true. > What do others on the list think? How can these recommendations > inform > our practice? Following is an excerpt from the concluding chapter. > > > LEARNING ENVIRONMENTS > Tools of Technology > > Technology has become an important instrument in education. > Computer-based technologies hold great promise both for increasing > access to knowledge and as a means of promoting learning. The public > imagination has been captured by the capacity of information > technologies to centralize and organize large bodies of knowledge; > people are excited by the prospect of information networks, such as > the > Internet, for linking students around the globe into communities of > learners. > > There are five ways that technology can be used to help meet the > challenges of establishing effective learning environments: > > 1. Bringing real-world problems into classrooms through the use of > videos, demonstrations, simulations, and Internet connections to > concrete data and working scientists. > 2. Providing "scaffolding" support to augment what learners can do and > reason about on their path to understanding. Scaffolding allows > learners > to participate in complex cognitive performances, such as scientific > visualization and model-based learning, that is more difficult or > impossible without technical support. > > 3. Increasing opportunities for learners to receive feedback from > software tutors, teachers, and peers; to engage in reflection on their > own learning processes; and to receive guidance toward progressive > revisions that improve their learning and reasoning. > > 4. Building local and global communities of teachers, administrators, > students, parents, and other interested learners. > > 5. Expanding opportunities for teachers' learning. > > An important function of some of the new technologies is their > use > as tools of representation. Representational thinking is central to > in-depth understanding and problem representation is one of the skills > that distinguish subject experts from novices. Many of the tools also > have the potential to provide multiple contexts and opportunities for > learning and transfer, for both student-learners and teacher-learners. > Technologies can be used as learning and problem-solving tools to > promote both independent learning and collaborative networks of > learners > and practitioners. > > The use of new technologies in classrooms, or the use of any > learning aid for that matter, is never solely a technical matter. The > new electronic technologies, like any other educational resource, are > used in a social environment and are, therefore, mediated by the > dialogues that students have with each other and the teacher. > > Educational software needs to be developed and implemented with a > full understanding of the principles of learning and developmental > psychology. Many new issues arise when one considers how to educate > teachers to use new technologies effectively: What do they need to > know > about learning processes? What do they need to know about the > technologies? What kinds of training are most effective for helping > teachers use high-quality instructional programs? Understanding the > issues that affect teachers who will be using new technologies is just > as pressing as questions of the learning potential and developmental > appropriateness of the technologies for children. > > If you want to read the whole chapter it can found at: > http://books.nap.edu/html/howpeople1/ch10.html > > > Mariann Fedele > Associate Director, > NYC Regional Adult Education Network > 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 > www.lacnyc.org > > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Steve Quann > Sent: Tuesday, February 06, 2007 5:41 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 833] Re: Changing reading levels of text > questions > > Hi Patti, > Haven't used this, but I came upon it last week: > http://www.usingenglish.com/resources/text-statistics.php > > Sounds like you already know much of this, but here is a site that > might help with the creating/editing. > > http://www.hsph.harvard.edu/healthliteracy/materials.html > > I am finding that even though there are some things that just amaze me > staff and students now we seem to ask too much of technology expect it > to be like magic. Others? > > Good luck, > Steve > > >>>> "Patti White" 2/6/2007 4:21 PM >>> > I received the following request and I'm stumped. Here's the request: > ---------------------------------------------------------------------- > -- > -------- > > Do you know of a computer program that takes text and offers > suggestions for dropping the reading level.. As in maybe 10th grade to > 5th grade...Is there software that does that other than just using the > Flesch-Kincaid Readability stats and doing it by hand??? > > Next question..When you are adapting text for folks with literacy > issues....you know how you drop the reading level down and augment > with > pictures...Is there a term that is used for that ..something like > .modified text with pictures or something like that...???? > > ---------------------------------------------------------------------- > -- > -------- > > The only thing I can find that might help is the Auto Summarize > feature > in Microsoft Word, but it's not really appropriate. Does anyone > know of > some software that will drop the reading level of text? And is > there a > term for that process? > > Thanks for whatever help anyone can give, > Patti White > > Patti White, M.Ed. > Disabilities Project Manager > Arkansas Adult Learning Resource Center > prwhite at madisoncounty.net > http://aalrc.org/resources/ld/index.aspx > 800.569.3539 ph/fax/tty > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070213/ad788149/attachment.html From Eduardo.Caso at wellsfargo.com Wed Feb 14 11:01:30 2007 From: Eduardo.Caso at wellsfargo.com (Eduardo.Caso at wellsfargo.com) Date: Wed, 14 Feb 2007 10:01:30 -0600 Subject: [Technology 856] Question regarding computer literacy in aging workers Message-ID: <01A169F51D75D543B2AEB88F1E8FA842014F5D2B@msgawbmnmsp09.wellsfargo.com> Good morning, My name is Eduardo Caso and I am an MBA student at the University of Texas. Currently, I am working on a research paper that involves mature workers and the use of technology. One area of discussion is related to computer literacy among different age groups (from 25 to 65 years old), unfortunately I have not been able to find any statistical data/information concerning this topic. Would it be possible to obtain from you some advice or suggestion on where I could find this data? I would really appreciate any information regarding this topic. Thanks Eduardo This message may contain confidential and/or privileged information. If you are not the addressee or authorized to receive this for the addressee, you must not use, copy, disclose, or take any action based on this message or any information herein. If you have received this message in error, please advise the sender immediately by reply email and delete this message. Thank you for your cooperation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070214/5e4d0884/attachment.html From djrosen at comcast.net Wed Feb 14 11:17:54 2007 From: djrosen at comcast.net (David Rosen) Date: Wed, 14 Feb 2007 11:17:54 -0500 Subject: [Technology 857] Re: Question regarding computer literacy in aging workers In-Reply-To: <01A169F51D75D543B2AEB88F1E8FA842014F5D2B@msgawbmnmsp09.wellsfargo.com> References: <01A169F51D75D543B2AEB88F1E8FA842014F5D2B@msgawbmnmsp09.wellsfargo.com> Message-ID: <70B59160-CC5F-4D64-AF47-534AC1B96575@comcast.net> Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults? ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net From Eduardo.Caso at wellsfargo.com Wed Feb 14 11:25:12 2007 From: Eduardo.Caso at wellsfargo.com (Eduardo.Caso at wellsfargo.com) Date: Wed, 14 Feb 2007 10:25:12 -0600 Subject: [Technology 858] Re: Question regarding computer literacy in agingworkers Message-ID: <01A169F51D75D543B2AEB88F1E8FA842014F5D4F@msgawbmnmsp09.wellsfargo.com> Thank you so much David for this information. Do you happen to have Ms. White's e mail address?? Thanks again Eduardo This message may contain confidential and/or privileged information. If you are not the addressee or authorized to receive this for the addressee, you must not use, copy, disclose, or take any action based on this message or any information herein. If you have received this message in error, please advise the sender immediately by reply email and delete this message. Thank you for your cooperation. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David Rosen Sent: Wednesday, February 14, 2007 10:18 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From jstuart at portcares.on.ca Wed Feb 14 11:43:07 2007 From: jstuart at portcares.on.ca (Julie Stuart) Date: Wed, 14 Feb 2007 11:43:07 -0500 Subject: [Technology 859] Re: Question regarding computer literacy in agingworkers Message-ID: I would be very interested in learning more/seeing the computer literacy assessment briefly mentioned. Do you have contact information? Thanks. Julie Julie Stuart, Manager PORT CARES Educational Resource Centre (905) 834-3629 ext. 250 www.portcares.on.ca E-mail: education at portcares.on.ca "The limits of my language mean the limits of my world." - Ludwig Wittgenstein This message is intended only for the use of the individual or entity to which it is addressed, and may contain information that is priviledged or confidential. If you have received this message in error, please delete it and any attachments immediately and notify PORT CARES at portcares at portcares.on.ca. Thank you. >>> djrosen at comcast.net 02/14/07 11:17AM >>> Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From djrosen at comcast.net Wed Feb 14 12:09:26 2007 From: djrosen at comcast.net (David Rosen) Date: Wed, 14 Feb 2007 12:09:26 -0500 Subject: [Technology 860] Re: Question regarding computer literacy in agingworkers In-Reply-To: References: Message-ID: <9A0610B1-E599-4E11-A654-5E279B37C169@comcast.net> Hi Julie, I doubt that the instrument is available -- although when completed the results will be. For further information you could contact Sheida.White at ed.gov David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:43 AM, Julie Stuart wrote: > I would be very interested in learning more/seeing the computer > literacy assessment briefly mentioned. Do you have contact > information? Thanks. > > Julie > > Julie Stuart, Manager > PORT CARES Educational Resource Centre > (905) 834-3629 ext. 250 > www.portcares.on.ca > E-mail: education at portcares.on.ca > > "The limits of my language mean the limits of my world." > - Ludwig Wittgenstein > > > This message is intended only for the use of the individual or > entity to which it is addressed, and may > contain information that is priviledged or confidential. If you > have received this message in > error, please delete it and any attachments immediately and notify > PORT CARES at portcares at portcares.on.ca. Thank you. > > >>>> djrosen at comcast.net 02/14/07 11:17AM >>> > Hello Eduardo, > > NCES is planning a new computer literacy assessment, I believe for > this year. I understand that it will focus on measuring adults' > ability to use digital technologies to access, manage, integrate, > evaluate, generate, and communicate information in order to pursue > personal, professional, and civic interests and goals. "The > computer literacy test will measure the ability to navigate the > Internet, handle emailing and instant messaging, and handle word > processing and spread sheets." (Sheida White, NCES, at the NIFL > BOard Meeting, March, 2006) > > Sheida White at NCES might be able to tell you if there have been > other studies. > > David J. Rosen > djrosen at comcast.net > > > On Feb 14, 2007, at 11:01 AM, wrote: > >> Good morning, >> >> My name is Eduardo Caso and I am an MBA student at the University >> of Texas. Currently, I am working on a research paper that >> involves mature workers and the use of technology. One area of >> discussion is related to computer literacy among different age >> groups (from 25 to 65 years old), unfortunately I have not been >> able to find any statistical data/information concerning this >> topic. Would it be possible to obtain from you some advice or >> suggestion on where I could find this data? >> >> I would really appreciate any information regarding this topic. >> Thanks >> >> Eduardo >> >> >> This message may contain confidential and/or privileged >> information. If you are not the addressee or authorized to receive >> this for the addressee, you must not use, copy, disclose, or take >> any action based on this message or any information herein. If you >> have received this message in error, please advise the sender >> immediately by reply email and delete this message. Thank you for >> your cooperation. >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net From Alan.Gerstle at montgomerycollege.edu Wed Feb 14 12:12:06 2007 From: Alan.Gerstle at montgomerycollege.edu (Gerstle, Alan) Date: Wed, 14 Feb 2007 12:12:06 -0500 Subject: [Technology 861] Re: Question regarding computer literacy in agingworkers Message-ID: <767E25E6EB68944981AA718B93201F80031C1D18@MCMAIL2.mcnte.mc.cc.md.us> Not an assessment of computer literacy specifically, you should probably be aware that the ETS (Educational Testing Service)--developers of the GRE, TOEFL, etc.,--has just developed a media/technology literacy test for high school students for the benefit of college admissions offices that may now be re-assessing just what types of literacy they wish their students to possess--in addition to (or as a replacement for) the more traditional forms of literacy testing such as verbal reasoning, reading comprehension, vocabulary, mathematical skills, and the like. You may find multiple-choice questions as follows: The entity that paid the rent on Jerry Seinfeld's New York City apartment was a) Elaine b) Gerry c) Kramer d) George's parents e) the viewers of the show whose numbers and allegiance to the show were able to generate the income from the sponsors of the show who in turn paid NBC for the production of the show who in turn paid for the creation and upkeep of the sets in the show. (Albeit, the questions on the test may be time-bound and biased toward the technological universe of its developers--whose literacy may be indicative of aging workers) Alan Gerstle, Ph.D. Intake/Assessment Specialist Workforce Development and Continuing Education Montgomery College Westfield South Office Building 11002 Veirs Mill Road, Suite 210 Wheaton, MD 20902 301-962-8906 ________________________________ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Wed 2/14/2007 11:17 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8026 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070214/fc47e085/attachment.bin From marie.cora at hotspurpartners.com Wed Feb 14 12:31:41 2007 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Wed, 14 Feb 2007 12:31:41 -0500 Subject: [Technology 862] Re: Question regarding computer literacyin agingworkers In-Reply-To: <9A0610B1-E599-4E11-A654-5E279B37C169@comcast.net> Message-ID: <03c501c7505d$fdf54a00$0202a8c0@LITNOW> Hi everyone, To the best of my knowledge, the instrument will be used as a broad survey of adults' knowledge and ability of computer skills in America, much like the NAAL (National Assessment of Adult Literacy; see http://nces.ed.gov/naal/). So it wouldn't be available for individual use. Marie Cora -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David Rosen Sent: Wednesday, February 14, 2007 12:09 PM To: The Technology and Literacy Discussion List Subject: [Technology 860] Re: Question regarding computer literacyin agingworkers Hi Julie, I doubt that the instrument is available -- although when completed the results will be. For further information you could contact Sheida.White at ed.gov David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:43 AM, Julie Stuart wrote: > I would be very interested in learning more/seeing the computer > literacy assessment briefly mentioned. Do you have contact > information? Thanks. > > Julie > > Julie Stuart, Manager > PORT CARES Educational Resource Centre > (905) 834-3629 ext. 250 > www.portcares.on.ca > E-mail: education at portcares.on.ca > > "The limits of my language mean the limits of my world." > - Ludwig Wittgenstein > > > This message is intended only for the use of the individual or > entity to which it is addressed, and may > contain information that is priviledged or confidential. If you > have received this message in > error, please delete it and any attachments immediately and notify > PORT CARES at portcares at portcares.on.ca. Thank you. > > >>>> djrosen at comcast.net 02/14/07 11:17AM >>> > Hello Eduardo, > > NCES is planning a new computer literacy assessment, I believe for > this year. I understand that it will focus on measuring adults' > ability to use digital technologies to access, manage, integrate, > evaluate, generate, and communicate information in order to pursue > personal, professional, and civic interests and goals. "The > computer literacy test will measure the ability to navigate the > Internet, handle emailing and instant messaging, and handle word > processing and spread sheets." (Sheida White, NCES, at the NIFL > BOard Meeting, March, 2006) > > Sheida White at NCES might be able to tell you if there have been > other studies. > > David J. Rosen > djrosen at comcast.net > > > On Feb 14, 2007, at 11:01 AM, wrote: > >> Good morning, >> >> My name is Eduardo Caso and I am an MBA student at the University >> of Texas. Currently, I am working on a research paper that >> involves mature workers and the use of technology. One area of >> discussion is related to computer literacy among different age >> groups (from 25 to 65 years old), unfortunately I have not been >> able to find any statistical data/information concerning this >> topic. Would it be possible to obtain from you some advice or >> suggestion on where I could find this data? >> >> I would really appreciate any information regarding this topic. >> Thanks >> >> Eduardo >> >> >> This message may contain confidential and/or privileged >> information. If you are not the addressee or authorized to receive >> this for the addressee, you must not use, copy, disclose, or take >> any action based on this message or any information herein. If you >> have received this message in error, please advise the sender >> immediately by reply email and delete this message. Thank you for >> your cooperation. >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From Eduardo.Caso at wellsfargo.com Wed Feb 14 12:31:24 2007 From: Eduardo.Caso at wellsfargo.com (Eduardo.Caso at wellsfargo.com) Date: Wed, 14 Feb 2007 11:31:24 -0600 Subject: [Technology 863] Re: Question regarding computer literacy in agingworkers Message-ID: <01A169F51D75D543B2AEB88F1E8FA842014F5D94@msgawbmnmsp09.wellsfargo.com> Thank you Alan for this information. This message may contain confidential and/or privileged information. If you are not the addressee or authorized to receive this for the addressee, you must not use, copy, disclose, or take any action based on this message or any information herein. If you have received this message in error, please advise the sender immediately by reply email and delete this message. Thank you for your cooperation. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Gerstle, Alan Sent: Wednesday, February 14, 2007 11:12 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers Not an assessment of computer literacy specifically, you should probably be aware that the ETS (Educational Testing Service)--developers of the GRE, TOEFL, etc.,--has just developed a media/technology literacy test for high school students for the benefit of college admissions offices that may now be re-assessing just what types of literacy they wish their students to possess--in addition to (or as a replacement for) the more traditional forms of literacy testing such as verbal reasoning, reading comprehension, vocabulary, mathematical skills, and the like. You may find multiple-choice questions as follows: The entity that paid the rent on Jerry Seinfeld's New York City apartment was a) Elaine b) Gerry c) Kramer d) George's parents e) the viewers of the show whose numbers and allegiance to the show were able to generate the income from the sponsors of the show who in turn paid NBC for the production of the show who in turn paid for the creation and upkeep of the sets in the show. (Albeit, the questions on the test may be time-bound and biased toward the technological universe of its developers--whose literacy may be indicative of aging workers) Alan Gerstle, Ph.D. Intake/Assessment Specialist Workforce Development and Continuing Education Montgomery College Westfield South Office Building 11002 Veirs Mill Road, Suite 210 Wheaton, MD 20902 301-962-8906 _____ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Wed 2/14/2007 11:17 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070214/7c5e81ef/attachment.html From barry.bakin at lausd.net Wed Feb 14 13:11:05 2007 From: barry.bakin at lausd.net (Bakin, Barry) Date: Wed, 14 Feb 2007 10:11:05 -0800 Subject: [Technology 864] Re: Question regarding computer literacy in agingworkers References: <767E25E6EB68944981AA718B93201F80031C1D18@MCMAIL2.mcnte.mc.cc.md.us> Message-ID: <30D2C945E07BB743B34975D8B146A9BF01B66B92@mailbe-la03.lausd.net> I'm not sure if that is meant to be an actual question on the media/literacy technology test but it sure demonstrates a question that is culturally, economically, and linguistically biased and deeply flawed. Even if one follows the test taking strategy that the longist answer is probably the best answer one is left with the question of whether or not "paying for the creation and upkeep of sets" is equivalent to paying "rent on Jerry Seinfeld's New York City apartment" as if one could remove the "apartment" from the fictional entity that is a TV show or if any "rent" is being paid at all. Weird! Barry Bakin Pacoima Skills Center Division of Adult and Career Education Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov on behalf of Gerstle, Alan Sent: Wed 2/14/2007 9:12 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers Not an assessment of computer literacy specifically, you should probably be aware that the ETS (Educational Testing Service)--developers of the GRE, TOEFL, etc.,--has just developed a media/technology literacy test for high school students for the benefit of college admissions offices that may now be re-assessing just what types of literacy they wish their students to possess--in addition to (or as a replacement for) the more traditional forms of literacy testing such as verbal reasoning, reading comprehension, vocabulary, mathematical skills, and the like. You may find multiple-choice questions as follows: The entity that paid the rent on Jerry Seinfeld's New York City apartment was a) Elaine b) Gerry c) Kramer d) George's parents e) the viewers of the show whose numbers and allegiance to the show were able to generate the income from the sponsors of the show who in turn paid NBC for the production of the show who in turn paid for the creation and upkeep of the sets in the show. (Albeit, the questions on the test may be time-bound and biased toward the technological universe of its developers--whose literacy may be indicative of aging workers) Alan Gerstle, Ph.D. Intake/Assessment Specialist Workforce Development and Continuing Education Montgomery College Westfield South Office Building 11002 Veirs Mill Road, Suite 210 Wheaton, MD 20902 301-962-8906 _____ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Wed 2/14/2007 11:17 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 5490 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070214/f46d65bb/attachment.bin From kabeall at comcast.net Wed Feb 14 13:25:59 2007 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 14 Feb 2007 13:25:59 -0500 Subject: [Technology 865] New from NCSALL Message-ID: <00a501c75065$93d99e20$0202a8c0@your4105e587b6> Adult Literacy Research: Opportunities and Challenges by John Comings and Lisa Soricone This occasional paper has two goals that support the building of a stronger research base for the adult literacy field. The first goal is to interest researchers in pursuing rigorous scientific research in this field. Despite the many challenges to research, this field offers researchers some opportunities to have a positive impact on education, increase the research base, and advance their careers. The second goal is to identify these challenges and approaches to overcoming them so that future research could design more successful studies. Addressing these challenges to research is a critical step toward building a larger and stronger foundation of evidence to support practitioner decisions. To download the paper, go to the NCSALL Web site: www.ncsall.net/?id=26#opps Evaluating and Interpreting Research Syntheses in Adult Learning and Literacy by Harris Cooper This occasional paper introduces the methods of research synthesis and meta-analysis to researchers and consumers of research in the field of adult learning and literacy. The first section defines key terms and offers a brief history of how the methodologies developed. The second section provides a conceptualization of research synthesis that views it no differently from other research endeavors in the social sciences. Then, the tasks of research synthesis are presented within the context of a hypothetical example drawn from the literature on adult learning and literacy. To download the paper, go to the NCSALL Web site: www.ncsall.net/?id=26#syntheses **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070214/36a8011b/attachment.html From Eduardo.Caso at wellsfargo.com Wed Feb 14 13:59:30 2007 From: Eduardo.Caso at wellsfargo.com (Eduardo.Caso at wellsfargo.com) Date: Wed, 14 Feb 2007 12:59:30 -0600 Subject: [Technology 866] Re: New from NCSALL Message-ID: <01A169F51D75D543B2AEB88F1E8FA842014F5DCB@msgawbmnmsp09.wellsfargo.com> Kaye, Thank you so much for sending this information Eduardo This message may contain confidential and/or privileged information. If you are not the addressee or authorized to receive this for the addressee, you must not use, copy, disclose, or take any action based on this message or any information herein. If you have received this message in error, please advise the sender immediately by reply email and delete this message. Thank you for your cooperation. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Kaye Beall Sent: Wednesday, February 14, 2007 12:26 PM To: technology at nifl.gov Subject: [Technology 865] New from NCSALL Adult Literacy Research: Opportunities and Challenges by John Comings and Lisa Soricone This occasional paper has two goals that support the building of a stronger research base for the adult literacy field. The first goal is to interest researchers in pursuing rigorous scientific research in this field. Despite the many challenges to research, this field offers researchers some opportunities to have a positive impact on education, increase the research base, and advance their careers. The second goal is to identify these challenges and approaches to overcoming them so that future research could design more successful studies. Addressing these challenges to research is a critical step toward building a larger and stronger foundation of evidence to support practitioner decisions. To download the paper, go to the NCSALL Web site: www.ncsall.net/?id=26#opps Evaluating and Interpreting Research Syntheses in Adult Learning and Literacy by Harris Cooper This occasional paper introduces the methods of research synthesis and meta-analysis to researchers and consumers of research in the field of adult learning and literacy. The first section defines key terms and offers a brief history of how the methodologies developed. The second section provides a conceptualization of research synthesis that views it no differently from other research endeavors in the social sciences. Then, the tasks of research synthesis are presented within the context of a hypothetical example drawn from the literature on adult learning and literacy. To download the paper, go to the NCSALL Web site: www.ncsall.net/?id=26#syntheses **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070214/76c97374/attachment.html From nsalehi at themlc.org Wed Feb 14 14:16:39 2007 From: nsalehi at themlc.org (Nima Salehi) Date: Wed, 14 Feb 2007 13:16:39 -0600 Subject: [Technology 867] computer competencies and assessment Message-ID: <054C76A556658E4DBB3B085DFB77A34758A8EC@mlcfs1.themlc.org> Julie Stuart wrote: I would be very interested in learning more/seeing the computer literacy assessment briefly mentioned. Julie There are two sets of Basic Computer Skills Competencies for adult learners (Kansas and CASAS) linked to this website. http://www.themlc.org/compskills The Kansas Competencies also include complete assessment measures, pre and post tests for basic computer skills for adult learners. Nima Nima Salehi Educational technology specialist Minnesota Literacy Council Email: nsalehi at themlc.org Phone: 651-645-2277 ext. 224 http://www.theMLC.org/edtech -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070214/a546c42b/attachment.html From Jeanette.Schandelmeier at lposd.org Wed Feb 14 16:21:53 2007 From: Jeanette.Schandelmeier at lposd.org (Jeanette Schandelmeier) Date: Wed, 14 Feb 2007 13:21:53 -0800 Subject: [Technology 868] Re: Question regarding computer literacy in agingworkers References: <767E25E6EB68944981AA718B93201F80031C1D18@MCMAIL2.mcnte.mc.cc.md.us> <30D2C945E07BB743B34975D8B146A9BF01B66B92@mailbe-la03.lausd.net> Message-ID: Well said! I couldn't agree more! ~ Jeanette Schandelmeier -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Wednesday, February 14, 2007 10:11 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers I'm not sure if that is meant to be an actual question on the media/literacy technology test but it sure demonstrates a question that is culturally, economically, and linguistically biased and deeply flawed. Even if one follows the test taking strategy that the longist answer is probably the best answer one is left with the question of whether or not "paying for the creation and upkeep of sets" is equivalent to paying "rent on Jerry Seinfeld's New York City apartment" as if one could remove the "apartment" from the fictional entity that is a TV show or if any "rent" is being paid at all. Weird! Barry Bakin Pacoima Skills Center Division of Adult and Career Education Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov on behalf of Gerstle, Alan Sent: Wed 2/14/2007 9:12 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers Not an assessment of computer literacy specifically, you should probably be aware that the ETS (Educational Testing Service)--developers of the GRE, TOEFL, etc.,--has just developed a media/technology literacy test for high school students for the benefit of college admissions offices that may now be re-assessing just what types of literacy they wish their students to possess--in addition to (or as a replacement for) the more traditional forms of literacy testing such as verbal reasoning, reading comprehension, vocabulary, mathematical skills, and the like. You may find multiple-choice questions as follows: The entity that paid the rent on Jerry Seinfeld's New York City apartment was a) Elaine b) Gerry c) Kramer d) George's parents e) the viewers of the show whose numbers and allegiance to the show were able to generate the income from the sponsors of the show who in turn paid NBC for the production of the show who in turn paid for the creation and upkeep of the sets in the show. (Albeit, the questions on the test may be time-bound and biased toward the technological universe of its developers--whose literacy may be indicative of aging workers) Alan Gerstle, Ph.D. Intake/Assessment Specialist Workforce Development and Continuing Education Montgomery College Westfield South Office Building 11002 Veirs Mill Road, Suite 210 Wheaton, MD 20902 301-962-8906 _____ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Wed 2/14/2007 11:17 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070214/cdf0ce32/attachment.html From john.r.warrior at cox.net Thu Feb 15 02:25:26 2007 From: john.r.warrior at cox.net (John Warrior) Date: Thu, 15 Feb 2007 01:25:26 -0600 Subject: [Technology 869] Re: Technology Digest, Vol 17, Issue 16 In-Reply-To: References: Message-ID: <000001c750d2$768c7820$0301a8c0@john1u8j50rbx5> I have a question for those of you on this list. My school is considering implementing an electronic portfolio to manage and track the progress of our ESL students within our program. I have some personal experience with the system provided by Chalk and Wire, but beyond that I am in the dark about other providers and software options. Our plans are to incorporate student data as well as artifact files, such as text, pdf, video and audio files. We have options to either go client side or server side with the data files. I will appreciate any information and experiences that any of you may have. Thank you, John Warrior Tulsa Community College John.r.warrior at cox.net -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of technology-request at nifl.gov Sent: Wednesday, February 14, 2007 1:36 PM To: technology at nifl.gov Subject: Technology Digest, Vol 17, Issue 16 Send Technology mailing list submissions to technology at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/technology or, via email, send a message with subject or body 'help' to technology-request at nifl.gov You can reach the person managing the list at technology-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of Technology digest..." Today's Topics: 1. [Technology 865] New from NCSALL (Kaye Beall) 2. [Technology 866] Re: New from NCSALL (Eduardo.Caso at wellsfargo.com) 3. [Technology 867] computer competencies and assessment (Nima Salehi) ---------------------------------------------------------------------- Message: 1 Date: Wed, 14 Feb 2007 13:25:59 -0500 From: "Kaye Beall" Subject: [Technology 865] New from NCSALL To: Message-ID: <00a501c75065$93d99e20$0202a8c0 at your4105e587b6> Content-Type: text/plain; charset="us-ascii" Adult Literacy Research: Opportunities and Challenges by John Comings and Lisa Soricone This occasional paper has two goals that support the building of a stronger research base for the adult literacy field. The first goal is to interest researchers in pursuing rigorous scientific research in this field. Despite the many challenges to research, this field offers researchers some opportunities to have a positive impact on education, increase the research base, and advance their careers. The second goal is to identify these challenges and approaches to overcoming them so that future research could design more successful studies. Addressing these challenges to research is a critical step toward building a larger and stronger foundation of evidence to support practitioner decisions. To download the paper, go to the NCSALL Web site: www.ncsall.net/?id=26#opps Evaluating and Interpreting Research Syntheses in Adult Learning and Literacy by Harris Cooper This occasional paper introduces the methods of research synthesis and meta-analysis to researchers and consumers of research in the field of adult learning and literacy. The first section defines key terms and offers a brief history of how the methodologies developed. The second section provides a conceptualization of research synthesis that views it no differently from other research endeavors in the social sciences. Then, the tasks of research synthesis are presented within the context of a hypothetical example drawn from the literature on adult learning and literacy. To download the paper, go to the NCSALL Web site: www.ncsall.net/?id=26#syntheses **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070214/36a8011b/attac hment-0001.html ------------------------------ Message: 2 Date: Wed, 14 Feb 2007 12:59:30 -0600 From: Subject: [Technology 866] Re: New from NCSALL To: Message-ID: <01A169F51D75D543B2AEB88F1E8FA842014F5DCB at msgawbmnmsp09.wellsfargo.com> Content-Type: text/plain; charset="us-ascii" Kaye, Thank you so much for sending this information Eduardo This message may contain confidential and/or privileged information. If you are not the addressee or authorized to receive this for the addressee, you must not use, copy, disclose, or take any action based on this message or any information herein. If you have received this message in error, please advise the sender immediately by reply email and delete this message. Thank you for your cooperation. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Kaye Beall Sent: Wednesday, February 14, 2007 12:26 PM To: technology at nifl.gov Subject: [Technology 865] New from NCSALL Adult Literacy Research: Opportunities and Challenges by John Comings and Lisa Soricone This occasional paper has two goals that support the building of a stronger research base for the adult literacy field. The first goal is to interest researchers in pursuing rigorous scientific research in this field. Despite the many challenges to research, this field offers researchers some opportunities to have a positive impact on education, increase the research base, and advance their careers. The second goal is to identify these challenges and approaches to overcoming them so that future research could design more successful studies. Addressing these challenges to research is a critical step toward building a larger and stronger foundation of evidence to support practitioner decisions. To download the paper, go to the NCSALL Web site: www.ncsall.net/?id=26#opps Evaluating and Interpreting Research Syntheses in Adult Learning and Literacy by Harris Cooper This occasional paper introduces the methods of research synthesis and meta-analysis to researchers and consumers of research in the field of adult learning and literacy. The first section defines key terms and offers a brief history of how the methodologies developed. The second section provides a conceptualization of research synthesis that views it no differently from other research endeavors in the social sciences. Then, the tasks of research synthesis are presented within the context of a hypothetical example drawn from the literature on adult learning and literacy. To download the paper, go to the NCSALL Web site: www.ncsall.net/?id=26#syntheses **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070214/76c97374/attac hment-0001.html ------------------------------ Message: 3 Date: Wed, 14 Feb 2007 13:16:39 -0600 From: "Nima Salehi" Subject: [Technology 867] computer competencies and assessment To: Message-ID: <054C76A556658E4DBB3B085DFB77A34758A8EC at mlcfs1.themlc.org> Content-Type: text/plain; charset="us-ascii" Julie Stuart wrote: I would be very interested in learning more/seeing the computer literacy assessment briefly mentioned. Julie There are two sets of Basic Computer Skills Competencies for adult learners (Kansas and CASAS) linked to this website. http://www.themlc.org/compskills The Kansas Competencies also include complete assessment measures, pre and post tests for basic computer skills for adult learners. Nima Nima Salehi Educational technology specialist Minnesota Literacy Council Email: nsalehi at themlc.org Phone: 651-645-2277 ext. 224 http://www.theMLC.org/edtech -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070214/a546c42b/attac hment.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 17, Issue 16 ****************************************** From kweaver at vmlc.org Thu Feb 15 11:52:05 2007 From: kweaver at vmlc.org (Kimberly Weaver) Date: Thu, 15 Feb 2007 10:52:05 -0600 Subject: [Technology 870] Computer Basics Book In-Reply-To: Message-ID: <200702151652.l1FGq5ar020741@nlpi042.sbcis.sbc.com> Does anyone know of a very low level computer basics book? We want to have a beginner computer class for ESL students & would like to have some kind of a manual to use for the class. There are several good websites on this topic, but I think it would be nice to have a book for the class so the students have something concrete to follow. Thanks for your input, Kimberly Weaver Volunteer Relations Manager Vickery Meadow Learning Center 6329 Ridgecrest Dallas, TX 75231 214.265.5057 office 214.265.1666 fax kweaver at vmlc.org www.vmlc.org _____ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Jeanette Schandelmeier Sent: Wednesday, February 14, 2007 3:22 PM To: The Technology and Literacy Discussion List Subject: [Technology 868] Re: Question regarding computer literacy inagingworkers Well said! I couldn't agree more! ~ Jeanette Schandelmeier -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Wednesday, February 14, 2007 10:11 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers I'm not sure if that is meant to be an actual question on the media/literacy technology test but it sure demonstrates a question that is culturally, economically, and linguistically biased and deeply flawed. Even if one follows the test taking strategy that the longist answer is probably the best answer one is left with the question of whether or not "paying for the creation and upkeep of sets" is equivalent to paying "rent on Jerry Seinfeld's New York City apartment" as if one could remove the "apartment" from the fictional entity that is a TV show or if any "rent" is being paid at all. Weird! Barry Bakin Pacoima Skills Center Division of Adult and Career Education Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov on behalf of Gerstle, Alan Sent: Wed 2/14/2007 9:12 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers Not an assessment of computer literacy specifically, you should probably be aware that the ETS (Educational Testing Service)--developers of the GRE, TOEFL, etc.,--has just developed a media/technology literacy test for high school students for the benefit of college admissions offices that may now be re-assessing just what types of literacy they wish their students to possess--in addition to (or as a replacement for) the more traditional forms of literacy testing such as verbal reasoning, reading comprehension, vocabulary, mathematical skills, and the like. You may find multiple-choice questions as follows: The entity that paid the rent on Jerry Seinfeld's New York City apartment was a) Elaine b) Gerry c) Kramer d) George's parents e) the viewers of the show whose numbers and allegiance to the show were able to generate the income from the sponsors of the show who in turn paid NBC for the production of the show who in turn paid for the creation and upkeep of the sets in the show. (Albeit, the questions on the test may be time-bound and biased toward the technological universe of its developers--whose literacy may be indicative of aging workers) Alan Gerstle, Ph.D. Intake/Assessment Specialist Workforce Development and Continuing Education Montgomery College Westfield South Office Building 11002 Veirs Mill Road, Suite 210 Wheaton, MD 20902 301-962-8906 _____ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Wed 2/14/2007 11:17 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070215/6c1cefca/attachment.html From ESnay at qcc.mass.edu Thu Feb 15 12:07:46 2007 From: ESnay at qcc.mass.edu (Eunice Snay) Date: Thu, 15 Feb 2007 12:07:46 -0500 Subject: [Technology 871] Re: Computer Basics Book In-Reply-To: <200702151652.l1FGq5ar020741@nlpi042.sbcis.sbc.com> Message-ID: <7D243C93CC45DC47BD40B11C9D073BA902838C66@HOBBES.campus.qcc.edu> I'd recommend this book: Learning Computers, Speaking English: Cooperative Activities for Learning English and Basic Word Processing (Spiral-bound) by by Steve Quann (Author), Diana Satin (Author). I know the authors but that's not why I recommend it. I like that they use what is available on most computer for software: Microsoft Word. I like that it's not too expensive. I like that they have developed this from their experience in the classroom with ESOL students. At Amazon.com you can preview a chapter with their online reader. Eunice Snay Regional Technologist for Central SABES 508-854-4514 esnay at qcc.mass.edu -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Kimberly Weaver Sent: Thursday, February 15, 2007 11:52 AM To: 'The Technology and Literacy Discussion List' Subject: [Technology 870] Computer Basics Book Does anyone know of a very low level computer basics book? We want to have a beginner computer class for ESL students & would like to have some kind of a manual to use for the class. There are several good websites on this topic, but I think it would be nice to have a book for the class so the students have something concrete to follow. Thanks for your input, Kimberly Weaver Volunteer Relations Manager Vickery Meadow Learning Center 6329 Ridgecrest Dallas, TX 75231 214.265.5057 office 214.265.1666 fax kweaver at vmlc.org www.vmlc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Jeanette Schandelmeier Sent: Wednesday, February 14, 2007 3:22 PM To: The Technology and Literacy Discussion List Subject: [Technology 868] Re: Question regarding computer literacy inagingworkers Well said! I couldn't agree more! ~ Jeanette Schandelmeier -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Wednesday, February 14, 2007 10:11 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers I'm not sure if that is meant to be an actual question on the media/literacy technology test but it sure demonstrates a question that is culturally, economically, and linguistically biased and deeply flawed. Even if one follows the test taking strategy that the longist answer is probably the best answer one is left with the question of whether or not "paying for the creation and upkeep of sets" is equivalent to paying "rent on Jerry Seinfeld's New York City apartment" as if one could remove the "apartment" from the fictional entity that is a TV show or if any "rent" is being paid at all. Weird! Barry Bakin Pacoima Skills Center Division of Adult and Career Education Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov on behalf of Gerstle, Alan Sent: Wed 2/14/2007 9:12 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers Not an assessment of computer literacy specifically, you should probably be aware that the ETS (Educational Testing Service)--developers of the GRE, TOEFL, etc.,--has just developed a media/technology literacy test for high school students for the benefit of college admissions offices that may now be re-assessing just what types of literacy they wish their students to possess--in addition to (or as a replacement for) the more traditional forms of literacy testing such as verbal reasoning, reading comprehension, vocabulary, mathematical skills, and the like. You may find multiple-choice questions as follows: The entity that paid the rent on Jerry Seinfeld's New York City apartment was a) Elaine b) Gerry c) Kramer d) George's parents e) the viewers of the show whose numbers and allegiance to the show were able to generate the income from the sponsors of the show who in turn paid NBC for the production of the show who in turn paid for the creation and upkeep of the sets in the show. (Albeit, the questions on the test may be time-bound and biased toward the technological universe of its developers--whose literacy may be indicative of aging workers) Alan Gerstle, Ph.D. Intake/Assessment Specialist Workforce Development and Continuing Education Montgomery College Westfield South Office Building 11002 Veirs Mill Road, Suite 210 Wheaton, MD 20902 301-962-8906 _____ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Wed 2/14/2007 11:17 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070215/34d7bb85/attachment.html From Diamondj at thecenterweb.org Thu Feb 15 12:12:11 2007 From: Diamondj at thecenterweb.org (Judith Diamond) Date: Thu, 15 Feb 2007 11:12:11 -0600 Subject: [Technology 872] Re: Computer Basics Book Message-ID: Have you looked at http://www.nald.ca/CLR/Internet/Internet.pdf It is a really nice resource for low intermediate ESL learners and any ABE/GED learner or even your grandmother! Judith Diamond Adult Learning Resource Center -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Kimberly Weaver Sent: Thursday, February 15, 2007 10:52 AM To: 'The Technology and Literacy Discussion List' Subject: [Technology 870] Computer Basics Book Does anyone know of a very low level computer basics book? We want to have a beginner computer class for ESL students & would like to have some kind of a manual to use for the class. There are several good websites on this topic, but I think it would be nice to have a book for the class so the students have something concrete to follow. Thanks for your input, Kimberly Weaver Volunteer Relations Manager Vickery Meadow Learning Center 6329 Ridgecrest Dallas, TX 75231 214.265.5057 office 214.265.1666 fax kweaver at vmlc.org www.vmlc.org _____ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Jeanette Schandelmeier Sent: Wednesday, February 14, 2007 3:22 PM To: The Technology and Literacy Discussion List Subject: [Technology 868] Re: Question regarding computer literacy inagingworkers Well said! I couldn't agree more! ~ Jeanette Schandelmeier -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Wednesday, February 14, 2007 10:11 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers I'm not sure if that is meant to be an actual question on the media/literacy technology test but it sure demonstrates a question that is culturally, economically, and linguistically biased and deeply flawed. Even if one follows the test taking strategy that the longist answer is probably the best answer one is left with the question of whether or not "paying for the creation and upkeep of sets" is equivalent to paying "rent on Jerry Seinfeld's New York City apartment" as if one could remove the "apartment" from the fictional entity that is a TV show or if any "rent" is being paid at all. Weird! Barry Bakin Pacoima Skills Center Division of Adult and Career Education Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov on behalf of Gerstle, Alan Sent: Wed 2/14/2007 9:12 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers Not an assessment of computer literacy specifically, you should probably be aware that the ETS (Educational Testing Service)--developers of the GRE, TOEFL, etc.,--has just developed a media/technology literacy test for high school students for the benefit of college admissions offices that may now be re-assessing just what types of literacy they wish their students to possess--in addition to (or as a replacement for) the more traditional forms of literacy testing such as verbal reasoning, reading comprehension, vocabulary, mathematical skills, and the like. You may find multiple-choice questions as follows: The entity that paid the rent on Jerry Seinfeld's New York City apartment was a) Elaine b) Gerry c) Kramer d) George's parents e) the viewers of the show whose numbers and allegiance to the show were able to generate the income from the sponsors of the show who in turn paid NBC for the production of the show who in turn paid for the creation and upkeep of the sets in the show. (Albeit, the questions on the test may be time-bound and biased toward the technological universe of its developers--whose literacy may be indicative of aging workers) Alan Gerstle, Ph.D. Intake/Assessment Specialist Workforce Development and Continuing Education Montgomery College Westfield South Office Building 11002 Veirs Mill Road, Suite 210 Wheaton, MD 20902 301-962-8906 _____ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Wed 2/14/2007 11:17 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070215/0bfe0c03/attachment.html From bmarceta at otan.us Thu Feb 15 12:23:19 2007 From: bmarceta at otan.us (Branka Marceta) Date: Thu, 15 Feb 2007 09:23:19 -0800 Subject: [Technology 873] Re: Computer Basics Book In-Reply-To: <200702151652.l1FGq5ar020741@nlpi042.sbcis.sbc.com> References: <200702151652.l1FGq5ar020741@nlpi042.sbcis.sbc.com> Message-ID: Hello Kimberly and all, This is link to an online preview of Welcome to Computers for ESL Students by Olivia Adendorff and Lis Wooden from Manteca Adult School in Manteca, California. Accompanying workbook is available, too. http://www.labpub.com/bookreview/esl-complit.asp ***************************************************************************** Branka Marceta OTAN Coordinator of Technology Projects The Technology and Literacy Discussion List on Thursday, February 15, 2007 at 8:52 AM -0800 wrote: >Does anyone know of a very low level computer basics book? We want to >have a beginner computer class for ESL students & would like to have some >kind of a manual to use for the class. > > > >There are several good websites on this topic, but I think it would be >nice to have a book for the class so the students have something concrete >to follow. > > > >Thanks for your input, > > >Kimberly Weaver > >Volunteer Relations Manager > >Vickery Meadow Learning Center > >6329 Ridgecrest Dallas, TX 75231 > >214.265.5057 office 214.265.1666 fax > >[ mailto:kweaver at vmlc.org ]kweaver at vmlc.org [ http://www.vmlc.org/ >]www.vmlc.org > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070215/199f8248/attachment.html From pball at necc.mass.edu Thu Feb 15 12:44:32 2007 From: pball at necc.mass.edu (Ball, Patrice) Date: Thu, 15 Feb 2007 12:44:32 -0500 Subject: [Technology 874] Re: Computer Basics Book In-Reply-To: <200702151652.l1FGq5ar020741@nlpi042.sbcis.sbc.com> References: , <200702151652.l1FGq5ar020741@nlpi042.sbcis.sbc.com> Message-ID: <4200E598-9A17-4211-BF75-DB8B48E69C88@mimectl> Also, Labyrinth Publications has a Welcome to Computers for ESL Students (book and workbook) (Silver Series) http://www.labpub.com/ ISBN 1-59136-107-9 Patty Ball, Technology Coordinator NorthEast SABES NECC 45 Franklin St Lawrence MA 01840 978-738-7303 pball at necc.mass.edu Please send all SMARTT requests to the SMARTT listserv at: smarttne at lists.literacytent.org Contact information for all regional techs can be found at: http://www.doe.mass.edu/acls/mailings/ (go to - latest mailing - smartt updates) To register for NE SABES events, go to http://calendar.sabes.org/northeast Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information? -- T.S. Eliot From: Kimberly Weaver Sent: Thu 2/15/2007 11:52 AM To: 'The Technology and Literacy Discussion List' Subject: [Technology 870] Computer Basics Book Does anyone know of a very low level computer basics book? We want to have a beginner computer class for ESL students & would like to have some kind of a manual to use for the class. There are several good websites on this topic, but I think it would be nice to have a book for the class so the students have something concrete to follow. Thanks for your input, Kimberly Weaver Volunteer Relations Manager Vickery Meadow Learning Center 6329 Ridgecrest Dallas, TX 75231 214.265.5057 office 214.265.1666 fax kweaver at vmlc.org www.vmlc.org From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Jeanette Schandelmeier Sent: Wednesday, February 14, 2007 3:22 PM To: The Technology and Literacy Discussion List Subject: [Technology 868] Re: Question regarding computer literacy inagingworkers Well said! I couldn't agree more! ~ Jeanette Schandelmeier -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Wednesday, February 14, 2007 10:11 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers I'm not sure if that is meant to be an actual question on the media/literacy technology test but it sure demonstrates a question that is culturally, economically, and linguistically biased and deeply flawed. Even if one follows the test taking strategy that the longist answer is probably the best answer one is left with the question of whether or not "paying for the creation and upkeep of sets" is equivalent to paying "rent on Jerry Seinfeld's New York City apartment" as if one could remove the "apartment" from the fictional entity that is a TV show or if any "rent" is being paid at all. Weird! Barry Bakin Pacoima Skills Center Division of Adult and Career Education Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov on behalf of Gerstle, Alan Sent: Wed 2/14/2007 9:12 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers Not an assessment of computer literacy specifically, you should probably be aware that the ETS (Educational Testing Service)--developers of the GRE, TOEFL, etc.,--has just developed a media/technology literacy test for high school students for the benefit of college admissions offices that may now be re-assessing just what types of literacy they wish their students to possess--in addition to (or as a replacement for) the more traditional forms of literacy testing such as verbal reasoning, reading comprehension, vocabulary, mathematical skills, and the like. You may find multiple-choice questions as follows: The entity that paid the rent on Jerry Seinfeld's New York City apartment was a) Elaine b) Gerry c) Kramer d) George's parents e) the viewers of the show whose numbers and allegiance to the show were able to generate the income from the sponsors of the show who in turn paid NBC for the production of the show who in turn paid for the creation and upkeep of the sets in the show. (Albeit, the questions on the test may be time-bound and biased toward the technological universe of its developers--whose literacy may be indicative of aging workers) Alan Gerstle, Ph.D. Intake/Assessment Specialist Workforce Development and Continuing Education Montgomery College Westfield South Office Building 11002 Veirs Mill Road, Suite 210 Wheaton, MD 20902 301-962-8906 _____ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Wed 2/14/2007 11:17 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070215/745a5f5f/attachment.html From Mary.Turla at spl.org Thu Feb 15 13:33:20 2007 From: Mary.Turla at spl.org (Mary Turla) Date: Thu, 15 Feb 2007 10:33:20 -0800 Subject: [Technology 875] Re: Computer Basics Book In-Reply-To: <200702151652.l1FGq5ar020741@nlpi042.sbcis.sbc.com> References: <200702151652.l1FGq5ar020741@nlpi042.sbcis.sbc.com> Message-ID: <45D436F0.B048.0007.0@spl.org> I second this request! We are in process of redesigning the curriculum for our ESL/ABE computer classes. Any information that would help create materials for students that speak very low levels of English but would be much appreciated! Thanks much, Mary Turla ESL Program Coordinator Seattle Public Library 1000 4th Avenue SEattle, WA 98104 206-386-4148 >>> kweaver at vmlc.org 2/15/2007 8:52 AM >>> Does anyone know of a very low level computer basics book? We want to have a beginner computer class for ESL students & would like to have some kind of a manual to use for the class. There are several good websites on this topic, but I think it would be nice to have a book for the class so the students have something concrete to follow. Thanks for your input, Kimberly Weaver Volunteer Relations Manager Vickery Meadow Learning Center 6329 Ridgecrest Dallas, TX 75231 214.265.5057 office 214.265.1666 fax kweaver at vmlc.org www.vmlc.org _____ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Jeanette Schandelmeier Sent: Wednesday, February 14, 2007 3:22 PM To: The Technology and Literacy Discussion List Subject: [Technology 868] Re: Question regarding computer literacy inagingworkers Well said! I couldn't agree more! ~ Jeanette Schandelmeier -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Wednesday, February 14, 2007 10:11 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers I'm not sure if that is meant to be an actual question on the media/literacy technology test but it sure demonstrates a question that is culturally, economically, and linguistically biased and deeply flawed. Even if one follows the test taking strategy that the longist answer is probably the best answer one is left with the question of whether or not "paying for the creation and upkeep of sets" is equivalent to paying "rent on Jerry Seinfeld's New York City apartment" as if one could remove the "apartment" from the fictional entity that is a TV show or if any "rent" is being paid at all. Weird! Barry Bakin Pacoima Skills Center Division of Adult and Career Education Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov on behalf of Gerstle, Alan Sent: Wed 2/14/2007 9:12 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers Not an assessment of computer literacy specifically, you should probably be aware that the ETS (Educational Testing Service)--developers of the GRE, TOEFL, etc.,--has just developed a media/technology literacy test for high school students for the benefit of college admissions offices that may now be re-assessing just what types of literacy they wish their students to possess--in addition to (or as a replacement for) the more traditional forms of literacy testing such as verbal reasoning, reading comprehension, vocabulary, mathematical skills, and the like. You may find multiple-choice questions as follows: The entity that paid the rent on Jerry Seinfeld's New York City apartment was a) Elaine b) Gerry c) Kramer d) George's parents e) the viewers of the show whose numbers and allegiance to the show were able to generate the income from the sponsors of the show who in turn paid NBC for the production of the show who in turn paid for the creation and upkeep of the sets in the show. (Albeit, the questions on the test may be time-bound and biased toward the technological universe of its developers--whose literacy may be indicative of aging workers) Alan Gerstle, Ph.D. Intake/Assessment Specialist Workforce Development and Continuing Education Montgomery College Westfield South Office Building 11002 Veirs Mill Road, Suite 210 Wheaton, MD 20902 301-962-8906 _____ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Wed 2/14/2007 11:17 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From nsalehi at themlc.org Thu Feb 15 15:49:32 2007 From: nsalehi at themlc.org (Nima Salehi) Date: Thu, 15 Feb 2007 14:49:32 -0600 Subject: [Technology 876] ESL computer skills textbook Message-ID: <054C76A556658E4DBB3B085DFB77A34758A8FF@mlcfs1.themlc.org> The book "Learning Computers, Speaking English; Cooperative Activities for Learning English and Basic Word Processing" by Stever Quann and Diana Smith is well put together. Many of you might already know this one. http://www.press.umich.edu/titleDetailDesc.do?id=9141 Nima Nima Salehi Educational technology specialist Minnesota Literacy Council Email: nsalehi at themlc.org Phone: 651-645-2277 ext. 224 http://www.theMLC.org/edtech From kweaver at vmlc.org Fri Feb 16 09:44:31 2007 From: kweaver at vmlc.org (Kimberly Weaver) Date: Fri, 16 Feb 2007 08:44:31 -0600 Subject: [Technology 877] Re: Computer Basics Book In-Reply-To: <200702151652.l1FGq5ar020741@nlpi042.sbcis.sbc.com> Message-ID: <200702161444.l1GEiIJm024993@nlpi042.sbcis.sbc.com> Thank you to everyone who replied to my post. I received many great suggestions! :-) Sincerely, Kimberly Weaver Volunteer Relations Manager Vickery Meadow Learning Center 6329 Ridgecrest Dallas, TX 75231 214.265.5057 office 214.265.1666 fax kweaver at vmlc.org www.vmlc.org _____ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Kimberly Weaver Sent: Thursday, February 15, 2007 10:52 AM To: 'The Technology and Literacy Discussion List' Subject: [Technology 870] Computer Basics Book Does anyone know of a very low level computer basics book? We want to have a beginner computer class for ESL students & would like to have some kind of a manual to use for the class. There are several good websites on this topic, but I think it would be nice to have a book for the class so the students have something concrete to follow. Thanks for your input, Kimberly Weaver Volunteer Relations Manager Vickery Meadow Learning Center 6329 Ridgecrest Dallas, TX 75231 214.265.5057 office 214.265.1666 fax kweaver at vmlc.org www.vmlc.org _____ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Jeanette Schandelmeier Sent: Wednesday, February 14, 2007 3:22 PM To: The Technology and Literacy Discussion List Subject: [Technology 868] Re: Question regarding computer literacy inagingworkers Well said! I couldn't agree more! ~ Jeanette Schandelmeier -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Wednesday, February 14, 2007 10:11 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers I'm not sure if that is meant to be an actual question on the media/literacy technology test but it sure demonstrates a question that is culturally, economically, and linguistically biased and deeply flawed. Even if one follows the test taking strategy that the longist answer is probably the best answer one is left with the question of whether or not "paying for the creation and upkeep of sets" is equivalent to paying "rent on Jerry Seinfeld's New York City apartment" as if one could remove the "apartment" from the fictional entity that is a TV show or if any "rent" is being paid at all. Weird! Barry Bakin Pacoima Skills Center Division of Adult and Career Education Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov on behalf of Gerstle, Alan Sent: Wed 2/14/2007 9:12 AM To: The Technology and Literacy Discussion List Subject: RE: [Technology 857] Re: Question regarding computer literacy in agingworkers Not an assessment of computer literacy specifically, you should probably be aware that the ETS (Educational Testing Service)--developers of the GRE, TOEFL, etc.,--has just developed a media/technology literacy test for high school students for the benefit of college admissions offices that may now be re-assessing just what types of literacy they wish their students to possess--in addition to (or as a replacement for) the more traditional forms of literacy testing such as verbal reasoning, reading comprehension, vocabulary, mathematical skills, and the like. You may find multiple-choice questions as follows: The entity that paid the rent on Jerry Seinfeld's New York City apartment was a) Elaine b) Gerry c) Kramer d) George's parents e) the viewers of the show whose numbers and allegiance to the show were able to generate the income from the sponsors of the show who in turn paid NBC for the production of the show who in turn paid for the creation and upkeep of the sets in the show. (Albeit, the questions on the test may be time-bound and biased toward the technological universe of its developers--whose literacy may be indicative of aging workers) Alan Gerstle, Ph.D. Intake/Assessment Specialist Workforce Development and Continuing Education Montgomery College Westfield South Office Building 11002 Veirs Mill Road, Suite 210 Wheaton, MD 20902 301-962-8906 _____ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Wed 2/14/2007 11:17 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070216/33c35c64/attachment.html From Barry.Burkett at Franklin.kyschools.us Mon Feb 19 09:47:28 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Mon, 19 Feb 2007 09:47:28 -0500 Subject: [Technology 878] Software Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198EDFB@ED181X1.franklin.ketsds.net> Hello all, My learning center is in the process of applying for a grant that will use one of these three software programs: 1. My Reading Coach, from Mindplay (www.mindplay.com) 2. Open Book, from C-tech Low Vision (www.lowvisionproducts.com/openbook.htm) 3. Read On, from Steck-Vaughn (http://steckvaughn.harcourtachieve.com/en-US/readon_home.htm) Has anyone used these products? If yes, what are your impressions of them? What are the programs limitations? In my brief look the only literature I have been able to find out about them is from there advertising... not what I would call an independent source. Does anyone know of a website that compares these types (literacy/technology) of products? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070219/5fb579b3/attachment.html From Frederf at aol.com Mon Feb 19 17:49:18 2007 From: Frederf at aol.com (Frederf at aol.com) Date: Mon, 19 Feb 2007 17:49:18 EST Subject: [Technology 879] Re: Software Message-ID: No offense but have you looked at _www.readinghorizons.com_ (http://www.readinghorizons.com) . If you need a program that will teach basic reading you need to look at this one. Fred Steitz -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070219/3df959b8/attachment.html From MariannF at lacnyc.org Tue Feb 20 10:31:48 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Tue, 20 Feb 2007 10:31:48 -0500 Subject: [Technology 880] Guest Moderator on Family Literacy Discussion List Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8329BA8@lac-exch.lacnyc.local> Colleagues, The following post is from Gail Price, Moderator of the Family Literacy Discussion List. If you are interested in this discussion and are not a member of the list, you can subscribe to the list at: http://www.nifl.gov/mailman/listinfo/Familyliteracy ******* Don Seaman, Ph.D., will join the Family Literacy Discussion List as guest moderator next Tuesday and Wednesday, February 27 and 28. His topic will be evaluation-expected outcomes and intended audiences. Dr. Seaman is a Professor Emeritus and former Research Scientist, College of Education, Texas A&M University. He and his wife, Anna, provide technical assistance and evaluation services to a number of Even Start family literacy programs in Texas. His own professional research focuses on (1) the impact, both short-range and long-range, of family literacy programs upon the lives of families who participate in them, and (2) the return on investment from Even Start family literacy in Texas. He has collaborated with Texas LEARNS in two recent research studies that documented the positive impact of the Even Start family literacy program on participating parents and children in Texas. Other of Dr. Seaman's accomplishments include * Served as a consultant/evaluator for projects involving family literacy, adult education, workforce literacy programs, and for the Barbara Bush-Texas initiative. * Consulted with adult and family literacy projects in Australia, Canada, The Peoples' Republic of China, Ecuador, England, Germany, Kenya, Mexico, Peru, Scotland, Sri Lanka, and Zimbabwe. * Founded the Texas Center for the Advancement of Literacy and Learning (TCALL) at Texas A&M. TCALL is a self-supporting center for adult and family literacy that houses various externally-funded projects. * Elected the first sole president of the American Association for Adult and Continuing Education in 1984. * Completed a five-month professional internship at the National Center for Family Literacy during which he evaluated, through on-site research, the Kenan Model for Family Literacy in 1991. That model is utilized in many family literacy programs throughout the U.S. * Taught, with his wife, what is believed to have been one of the first graduate courses in family literacy in the U.S. in spring 1992. * Inducted into the International Adult and Continuing Education Hall of Fame in 1998. If you are not a subscriber to the Family Literacy Discussion List and would like to join to be part of the Don Seaman discussion, please click on the following link and follow the directions for subscribing. http://www.nifl.gov/mailman/listinfo/Familyliteracy Gail J. Price Multimedia Specialist National Center for Family Literacy 325 W. Main Street, Suite 300 Louisville, KY 40202 gprice at famlit.org 502 584-1133, ext. 112 Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org From SUJones at parkland.edu Wed Feb 21 18:17:27 2007 From: SUJones at parkland.edu (Susan Jones) Date: Wed, 21 Feb 2007 17:17:27 -0600 Subject: [Technology 881] Re: Question regarding computer literacy in agingworkers In-Reply-To: <767E25E6EB68944981AA718B93201F80031C1D18@MCMAIL2.mcnte.mc.cc.md.us> References: <767E25E6EB68944981AA718B93201F80031C1D18@MCMAIL2.mcnte.mc.cc.md.us> Message-ID: <45DC7EAB.84AA.0029.0@parkland.edu> I'd want to check with www.snopes.com ... this reminds me strikingly of a notorious e-mail joke about the "changes in math word problems." Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> "Gerstle, Alan" 2/14/2007 11:12 AM >>> Not an assessment of computer literacy specifically, you should probably be aware that the ETS (Educational Testing Service)--developers of the GRE, TOEFL, etc.,--has just developed a media/technology literacy test for high school students for the benefit of college admissions offices that may now be re-assessing just what types of literacy they wish their students to possess--in addition to (or as a replacement for) the more traditional forms of literacy testing such as verbal reasoning, reading comprehension, vocabulary, mathematical skills, and the like. You may find multiple-choice questions as follows: The entity that paid the rent on Jerry Seinfeld's New York City apartment was a) Elaine b) Gerry c) Kramer d) George's parents e) the viewers of the show whose numbers and allegiance to the show were able to generate the income from the sponsors of the show who in turn paid NBC for the production of the show who in turn paid for the creation and upkeep of the sets in the show. (Albeit, the questions on the test may be time-bound and biased toward the technological universe of its developers--whose literacy may be indicative of aging workers) Alan Gerstle, Ph.D. Intake/Assessment Specialist Workforce Development and Continuing Education Montgomery College Westfield South Office Building 11002 Veirs Mill Road, Suite 210 Wheaton, MD 20902 301-962-8906 ________________________________ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Wed 2/14/2007 11:17 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University > of Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age > groups (from 25 to 65 years old), unfortunately I have not been > able to find any statistical data/information concerning this > topic. Would it be possible to obtain from you some advice or > suggestion on where I could find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged > information. If you are not the addressee or authorized to receive > this for the addressee, you must not use, copy, disclose, or take > any action based on this message or any information herein. If you > have received this message in error, please advise the sender > immediately by reply email and delete this message. Thank you for > your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From Alan.Gerstle at montgomerycollege.edu Mon Feb 26 08:32:57 2007 From: Alan.Gerstle at montgomerycollege.edu (Gerstle, Alan) Date: Mon, 26 Feb 2007 08:32:57 -0500 Subject: [Technology 882] Re: The Seinfeld Effect In-Reply-To: <45DC7EAB.84AA.0029.0@parkland.edu> Message-ID: <767E25E6EB68944981AA718B93201F8003A835D6@MCMAIL2.mcnte.mc.cc.md.us> Greetings, That ETS has developed a test to assess "media literacy," and is currently marketing it to schools and colleges is true: you can find information about it on the ETS website. The sample question--and I do hope everyone understood its tenor and tone--WAS a joke of my own devising, or rather a commentary about literacy testing in general, and media literacy assessment, specifically. I was not previously aware of the www.snopes.com website or of the cited e-mail joke. Regards, Alan Gerstle, Ph.D. Montgomery College Intake/Assessment Specialist Adult ESOL & Literacy-GED Program Westfield South 11002 Veirs Mill Rd Wheaton, MD 20902 301-588-2329 -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Susan Jones Sent: Wednesday, February 21, 2007 6:17 PM To: The Technology and Literacy Discussion List Subject: [Technology 881] Re: Question regarding computer literacyin agingworkers I'd want to check with www.snopes.com ... this reminds me strikingly of a notorious e-mail joke about the "changes in math word problems." Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> "Gerstle, Alan" 2/14/2007 11:12 AM >>> Not an assessment of computer literacy specifically, you should probably be aware that the ETS (Educational Testing Service)--developers of the GRE, TOEFL, etc.,--has just developed a media/technology literacy test for high school students for the benefit of college admissions offices that may now be re-assessing just what types of literacy they wish their students to possess--in addition to (or as a replacement for) the more traditional forms of literacy testing such as verbal reasoning, reading comprehension, vocabulary, mathematical skills, and the like. You may find multiple-choice questions as follows: The entity that paid the rent on Jerry Seinfeld's New York City apartment was a) Elaine b) Gerry c) Kramer d) George's parents e) the viewers of the show whose numbers and allegiance to the show were able to generate the income from the sponsors of the show who in turn paid NBC for the production of the show who in turn paid for the creation and upkeep of the sets in the show. (Albeit, the questions on the test may be time-bound and biased toward the technological universe of its developers--whose literacy may be indicative of aging workers) Alan Gerstle, Ph.D. Intake/Assessment Specialist Workforce Development and Continuing Education Montgomery College Westfield South Office Building 11002 Veirs Mill Road, Suite 210 Wheaton, MD 20902 301-962-8906 ________________________________ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Wed 2/14/2007 11:17 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University of > Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age groups > (from 25 to 65 years old), unfortunately I have not been able to find > any statistical data/information concerning this topic. Would it be > possible to obtain from you some advice or suggestion on where I could > find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged information. > If you are not the addressee or authorized to receive this for the > addressee, you must not use, copy, disclose, or take any action based > on this message or any information herein. If you have received this > message in error, please advise the sender immediately by reply email > and delete this message. Thank you for your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From Alan.Gerstle at montgomerycollege.edu Mon Feb 26 08:40:52 2007 From: Alan.Gerstle at montgomerycollege.edu (Gerstle, Alan) Date: Mon, 26 Feb 2007 08:40:52 -0500 Subject: [Technology 883] Re: Question regarding computer literacy In-Reply-To: <45DC7EAB.84AA.0029.0@parkland.edu> Message-ID: <767E25E6EB68944981AA718B93201F8003A835D8@MCMAIL2.mcnte.mc.cc.md.us> And while I'm at it, I operate [sic]? oversee, gatekeep, master, maintain, etc., a 'blog' on issues that address--among other things--education and technology. I have not kept up with my entries as rigorously as I would like, of late, owing to my schedule (trans.: I have to work as well). However, I do welcome commentary on any or all of the "postings" should find it worth your while to at least take a cursory look at them. Samantha, my cat, offers little in the way of critical feedback--other than reminding me that petting her should take precedence over any messages (regardless of their profundity or relevance) I might place on my computer diary (and of course, she is correct). www.inthetext.com Alan Gerstle, Ph.D. Montgomery College Intake/Assessment Specialist Adult ESL & Literacy-GED Program Westfield South 11002 Veirs Mill Rd Wheaton, MD 20902 301-588-2329 -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Susan Jones Sent: Wednesday, February 21, 2007 6:17 PM To: The Technology and Literacy Discussion List Subject: [Technology 881] Re: Question regarding computer literacyin agingworkers I'd want to check with www.snopes.com ... this reminds me strikingly of a notorious e-mail joke about the "changes in math word problems." Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> "Gerstle, Alan" 2/14/2007 11:12 AM >>> Not an assessment of computer literacy specifically, you should probably be aware that the ETS (Educational Testing Service)--developers of the GRE, TOEFL, etc.,--has just developed a media/technology literacy test for high school students for the benefit of college admissions offices that may now be re-assessing just what types of literacy they wish their students to possess--in addition to (or as a replacement for) the more traditional forms of literacy testing such as verbal reasoning, reading comprehension, vocabulary, mathematical skills, and the like. You may find multiple-choice questions as follows: The entity that paid the rent on Jerry Seinfeld's New York City apartment was a) Elaine b) Gerry c) Kramer d) George's parents e) the viewers of the show whose numbers and allegiance to the show were able to generate the income from the sponsors of the show who in turn paid NBC for the production of the show who in turn paid for the creation and upkeep of the sets in the show. (Albeit, the questions on the test may be time-bound and biased toward the technological universe of its developers--whose literacy may be indicative of aging workers) Alan Gerstle, Ph.D. Intake/Assessment Specialist Workforce Development and Continuing Education Montgomery College Westfield South Office Building 11002 Veirs Mill Road, Suite 210 Wheaton, MD 20902 301-962-8906 ________________________________ From: technology-bounces at nifl.gov on behalf of David Rosen Sent: Wed 2/14/2007 11:17 AM To: The Technology and Literacy Discussion List Subject: [Technology 857] Re: Question regarding computer literacy in agingworkers Hello Eduardo, NCES is planning a new computer literacy assessment, I believe for this year. I understand that it will focus on measuring adults' ability to use digital technologies to access, manage, integrate, evaluate, generate, and communicate information in order to pursue personal, professional, and civic interests and goals. "The computer literacy test will measure the ability to navigate the Internet, handle emailing and instant messaging, and handle word processing and spread sheets." (Sheida White, NCES, at the NIFL BOard Meeting, March, 2006) Sheida White at NCES might be able to tell you if there have been other studies. David J. Rosen djrosen at comcast.net On Feb 14, 2007, at 11:01 AM, wrote: > Good morning, > > My name is Eduardo Caso and I am an MBA student at the University of > Texas. Currently, I am working on a research paper that > involves mature workers and the use of technology. One area of > discussion is related to computer literacy among different age groups > (from 25 to 65 years old), unfortunately I have not been able to find > any statistical data/information concerning this topic. Would it be > possible to obtain from you some advice or suggestion on where I could > find this data? > > I would really appreciate any information regarding this topic. > Thanks > > Eduardo > > > This message may contain confidential and/or privileged information. > If you are not the addressee or authorized to receive this for the > addressee, you must not use, copy, disclose, or take any action based > on this message or any information herein. If you have received this > message in error, please advise the sender immediately by reply email > and delete this message. Thank you for your cooperation. > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From gspangenberg at caalusa.org Mon Feb 26 11:00:39 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Mon, 26 Feb 2007 11:00:39 -0500 Subject: [Technology 884] PASSING THE TORCH: CAAL's ESL Report Released Message-ID: <373E4887-9F3B-4058-A31E-0A090F3D33B4@caalusa.org> New York, NY (February 26, 2007) -- The Council for Advancement of Adult Literacy today released PASSING THE TORCH: Strategies for Innovation in Community College ESL. This 153 page report is the result of two years of intensive work by a research team from the five colleges studied in the project and by the project's study and research directors: Dr. Forrest P. Chisman of CAAL and Dr. JoAnn Crandall of the University of Maryland (Baltimore County). Drs. Chisman and Crandall bring vast prior ESL experience to the study. The highly textured report contains extensive descriptions of exemplary ESL programs and practices in use at five institutions -- all nominated by a national cadre of their peers -- Bunker Hill Community College (Charlestown, MA), City College of San Francisco (San Francisco, CA), College of Lake County (Grayslake, IL), Seminole Community College (Sanford, FL), and Yakima Valley Community College (Yakima, WA). Primary funding for the project came from The William and Flora Hewlett Foundation. Supplemental support was given by the Ford Foundation, The McGraw-Hill Companies, the Dollar General Corporation, and Harold W. McGraw, Jr. The study examines a rich variety of innovative and successful programs and strategies in use in the institutions, with a focus on non-credit ESL services. It concentrates on generating learning gains, retaining students, and bringing about transititons to future education. The report is for written for both designers of community college ESL service and policymakers and private funders. Among the effective strategies looked at are high intensity instruction, learning outside the classroom, and the use of "learner-centered thematic" curricular. Special attention is given to curricular integration, co-enrollment, vocational ESL (VESL) programs, and the Spanish GED. Issues of faculty training, development, and quality are examined, and recommendations are given for 'engineering innovation' in ESL colleges and programs. A main section of the report deals with costs and funding issues, and calls for substantially greater and more targeted funding for adult ESL. A standalone Executive Summary of the report is available at the CAAL website (www.caalusa.org). The full report is attached (including the Executive Summary as an appendix item) It is also available at the CAAL website. It will be easily accessible to persons with a high speed Internet connection. It is also available at cost ($20 plus postage, prepaid) by regular mail directly from CAAL (bheitner at caalusa.org). Multiple copies (10 or more) will be eligible for a discount. VERY LONG DOCUMENT (2.2 MB) PERSONS WITH A LOW-SPEED CONNECTION MAY WISH TO FOREGO THE DOWNLOAD AND ORDER A HARD COPY FROM CAAL AS PER ABOVE INSTRUCTIONS. ? -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070226/626e0d7b/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: eslpassingtorch226.pdf Type: application/pdf Size: 2258568 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070226/626e0d7b/attachment.pdf -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070226/626e0d7b/attachment-0001.html From MariannF at lacnyc.org Thu Mar 1 09:39:26 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 1 Mar 2007 09:39:26 -0500 Subject: [Technology 885] Tech List Participation in Research on On-line learning Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8329E1D@lac-exch.lacnyc.local> Dear Technology list colleagues, I am happy to announce a unique opportunity for the members of the Technology list to participate in a research study. Heidi Silver-Pacuilla is conducting research on independent on-line learning by adults. She will be asking for your professional wisdom to include as part of the project overall. Heidi will be asking a few questions of list members later in the day, and will then rejoin the list later in the spring for a discussion of her research findings. Following is a brief bio and short description of the study: Heidi Silver-Pacuilla is a researcher at the American Institutes for Research in Washington, DC. She has been working in literacy for (gulp) over 20 years. Most recently, she was in a position as a disabilities specialist at Pima College Adult Ed in Tucson, AZ, working with teaching colleagues to understand their service delivery system and conducting research with students with disabilities. Her areas of interest revolve around adult learning, learning with technology, and learning difficulties. Intro to the study: Through a grant from the National Institute for Literacy (NIFL) she will lead a small study on independent online learning by adults. Ultimately, this paper will offer recommendations for portal development and program management, but primarily a window into what adults are already doing outside of our programs and classes. Regards and looking forward to your participation, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070301/037acc75/attachment.html From HSilver-Pacuilla at air.org Thu Mar 1 19:55:43 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Thu, 1 Mar 2007 19:55:43 -0500 Subject: [Technology 886] Re: NIFL study on online learning References: Message-ID: Hello All ! I am very pleased to work with you as fellow researchers in learning about independent online learning. I've been lurking on the list for a few weeks and know that I will learn a lot by listening and engaging you in dialogue. For the small study I'm heading up now, NIFL would like to know: (a) what is available out on the web? (b) how are adults using these online portals? (c) what skills (language and literacy) are necessary for adults to have in order to be successful with these activities? We know there is a lot of online learning going on as a supplement to class instruction and that the literature would suggest that a blended model can be effective enrichment for students. However, this project is most interested in what adults are doing on their own. Currently we are doing the literature review, searching on the web, and talking to programs that have hosted online portals that serve students in and out of classes. We need your help! A significant portion of the paper will be devoted to discussing Voices from the Field - reports and stories of how independent online learning is happening. This sort of learning - for the most part out of class, out of programs, out of sight of researchers - is rarely written up in journals. Do you know of learning portals being used by adults independently? What are they learning? What are they doing (studying for the driver's license test? citizenship test? learning vocabulary? practicing math?) ? Who is using it (any skill level or language proficiency data?)? If you have some leads, I would appreciate talking to you off the list (email me at hsilver-pacuilla at air.org or call me at 202.403.5218). Additionally, I will plan with Mariann to guest moderate the listserv later in the spring when I can bring preliminary findings to the group for feedback and further input. One thing I am very interested in articulating through this project is the features of online learning portals that make them more accessible and usable for adult students as well as to capture instructive stories of adult success that may make all of us practitioners sit up and take notice. Are we preparing our students to take full advantage of the possibilities online? Are we prepared to do so as instructors? These are challenging questions and I very much look forward to discussing them with all of you who are the leaders of integrating technology in literacy. Looking forward to getting to know you and your work - Heidi Silver-Pacuilla, Ph.D. Senior Research Analyst American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) 202.403.5454 (Fax) ------------------------------------------------------------------------- Today's Topics: 1. [Technology 885] Tech List Participation in Research on On-line learning (Mariann Fedele) ---------------------------------------------------------------------- Message: 1 Date: Thu, 1 Mar 2007 09:39:26 -0500 From: "Mariann Fedele" Subject: [Technology 885] Tech List Participation in Research on On-line learning To: "The Technology and Literacy Discussion List" Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8329E1D at lac-exch.lacnyc.local> Content-Type: text/plain; charset="us-ascii" Dear Technology list colleagues, I am happy to announce a unique opportunity for the members of the Technology list to participate in a research study. Heidi Silver-Pacuilla is conducting research on independent on-line learning by adults. She will be asking for your professional wisdom to include as part of the project overall. Heidi will be asking a few questions of list members later in the day, and will then rejoin the list later in the spring for a discussion of her research findings. Following is a brief bio and short description of the study: Heidi Silver-Pacuilla is a researcher at the American Institutes for Research in Washington, DC. She has been working in literacy for (gulp) over 20 years. Most recently, she was in a position as a disabilities specialist at Pima College Adult Ed in Tucson, AZ, working with teaching colleagues to understand their service delivery system and conducting research with students with disabilities. Her areas of interest revolve around adult learning, learning with technology, and learning difficulties. Intro to the study: Through a grant from the National Institute for Literacy (NIFL) she will lead a small study on independent online learning by adults. Ultimately, this paper will offer recommendations for portal development and program management, but primarily a window into what adults are already doing outside of our programs and classes. Regards and looking forward to your participation, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070301/037acc75/attachment-0001.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 18, Issue 1 ***************************************** -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 9278 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070301/22dd620a/attachment.bin From MariannF at lacnyc.org Fri Mar 2 09:53:42 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Fri, 2 Mar 2007 09:53:42 -0500 Subject: [Technology 886] Re: NIFL study on online learning In-Reply-To: Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8329E4C@lac-exch.lacnyc.local> Welcome Heidi, and thank you for extending this opportunity for NIFL Technology List members to inform your research! I'm looking forward to hearing everyone's experience, thoughts and ideas on this topic. Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Silver-Pacuilla, Heidi Sent: Thursday, March 01, 2007 7:56 PM To: technology at nifl.gov Subject: RE: NIFL study on online learning Hello All ! I am very pleased to work with you as fellow researchers in learning about independent online learning. I've been lurking on the list for a few weeks and know that I will learn a lot by listening and engaging you in dialogue. For the small study I'm heading up now, NIFL would like to know: (a) what is available out on the web? (b) how are adults using these online portals? (c) what skills (language and literacy) are necessary for adults to have in order to be successful with these activities? We know there is a lot of online learning going on as a supplement to class instruction and that the literature would suggest that a blended model can be effective enrichment for students. However, this project is most interested in what adults are doing on their own. Currently we are doing the literature review, searching on the web, and talking to programs that have hosted online portals that serve students in and out of classes. We need your help! A significant portion of the paper will be devoted to discussing Voices from the Field - reports and stories of how independent online learning is happening. This sort of learning - for the most part out of class, out of programs, out of sight of researchers - is rarely written up in journals. Do you know of learning portals being used by adults independently? What are they learning? What are they doing (studying for the driver's license test? citizenship test? learning vocabulary? practicing math?) ? Who is using it (any skill level or language proficiency data?)? If you have some leads, I would appreciate talking to you off the list (email me at hsilver-pacuilla at air.org or call me at 202.403.5218). Additionally, I will plan with Mariann to guest moderate the listserv later in the spring when I can bring preliminary findings to the group for feedback and further input. One thing I am very interested in articulating through this project is the features of online learning portals that make them more accessible and usable for adult students as well as to capture instructive stories of adult success that may make all of us practitioners sit up and take notice. Are we preparing our students to take full advantage of the possibilities online? Are we prepared to do so as instructors? These are challenging questions and I very much look forward to discussing them with all of you who are the leaders of integrating technology in literacy. Looking forward to getting to know you and your work - Heidi Silver-Pacuilla, Ph.D. Senior Research Analyst American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) 202.403.5454 (Fax) ------------------------------------------------------------------------ - Today's Topics: 1. [Technology 885] Tech List Participation in Research on On-line learning (Mariann Fedele) ---------------------------------------------------------------------- Message: 1 Date: Thu, 1 Mar 2007 09:39:26 -0500 From: "Mariann Fedele" Subject: [Technology 885] Tech List Participation in Research on On-line learning To: "The Technology and Literacy Discussion List" Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8329E1D at lac-exch.lacnyc.local> Content-Type: text/plain; charset="us-ascii" Dear Technology list colleagues, I am happy to announce a unique opportunity for the members of the Technology list to participate in a research study. Heidi Silver-Pacuilla is conducting research on independent on-line learning by adults. She will be asking for your professional wisdom to include as part of the project overall. Heidi will be asking a few questions of list members later in the day, and will then rejoin the list later in the spring for a discussion of her research findings. Following is a brief bio and short description of the study: Heidi Silver-Pacuilla is a researcher at the American Institutes for Research in Washington, DC. She has been working in literacy for (gulp) over 20 years. Most recently, she was in a position as a disabilities specialist at Pima College Adult Ed in Tucson, AZ, working with teaching colleagues to understand their service delivery system and conducting research with students with disabilities. Her areas of interest revolve around adult learning, learning with technology, and learning difficulties. Intro to the study: Through a grant from the National Institute for Literacy (NIFL) she will lead a small study on independent online learning by adults. Ultimately, this paper will offer recommendations for portal development and program management, but primarily a window into what adults are already doing outside of our programs and classes. Regards and looking forward to your participation, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070301/037acc75/a ttachment-0001.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 18, Issue 1 ***************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070302/c4dd4ec9/attachment.html From LaFerlazzo at aol.com Sat Mar 3 18:03:53 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Sat, 3 Mar 2007 18:03:53 EST Subject: [Technology 887] Re: Software Question Message-ID: Hi, I've posted earlier about my school's family literacy program of providing computers and DSL service to immigrant families. If you didn't catch my earlier posts, and want to learn more about the project, you can read about it at _http://www.bayworld.net/ferlazzo/familyliteracy.html_ (http://www.bayworld.net/ferlazzo/familyliteracy.html) My question for the list relates to a new family that is getting one of our computers being in an area where DSL is not available, and we can't provide dial-up service because of School District issues that are not worth going into here. Instead, we're going to spend the money (about $600) that we would have paid for Internet Service on software the family can use to learn English. I'd like to get recommendations about what you would recommend we purchase. In addition to specific ESL software, we also want to buy CD Roms or programs that just have a lot of lower-English level audio and animated stories with the text. Thanks! Larry Ferlazzo


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AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070303/6db4c09c/attachment.html From paisley.joyce at gmail.com Sun Mar 4 22:44:42 2007 From: paisley.joyce at gmail.com (Joyce Paisley) Date: Sun, 4 Mar 2007 22:44:42 -0500 Subject: [Technology 888] Re: Software Question In-Reply-To: References: Message-ID: The best software for language is Rosetta stone. Cornerstone is a very good program for basic language rules. Our ESL students use both of these programs. Please share with me any recommendations you receive for for the additional programs. I'm very interested in your project. Please keep me posted as it progresses. Joyce Paisley TRC Broadview Middle School Burlington NC 27217 336-570-6195 paisley.joyce.gmail.com http://brm.abss.k12.nc.us On 3/3/07, LaFerlazzo at aol.com wrote: > > > Hi, > > I've posted earlier about my school's family literacy program of providing > computers and DSL service to immigrant families. If you didn't catch my > earlier posts, and want to learn more about the project, you can read about > it at http://www.bayworld.net/ferlazzo/familyliteracy.html > > My question for the list relates to a new family that is getting one of our > computers being in an area where DSL is not available, and we can't provide > dial-up service because of School District issues that are not worth going > into here. > > Instead, we're going to spend the money (about $600) that we would have paid > for Internet Service on software the family can use to learn English. > > I'd like to get recommendations about what you would recommend we purchase. > In addition to specific ESL software, we also want to buy CD Roms or > programs that just have a lot of lower-English level audio and animated > stories with the text. > > Thanks! > > Larry Ferlazzo > > > > > ________________________________ > AOL now offers free email to everyone. Find out more about what's free from > AOL at AOL.com. > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > From bjteach at ameritech.net Sun Mar 4 22:45:04 2007 From: bjteach at ameritech.net (Barbara Sabaj) Date: Sun, 4 Mar 2007 21:45:04 -0600 Subject: [Technology 889] Re: Software Question In-Reply-To: Message-ID: <20070305034500.666BE11B81@mail.nifl.gov> There is the ELLIS software for learning English, and Rosetta Stone is another good one. There is grammar software called Focus on Grammar which corresponds to the books by the same name. Good luck. Barbara Sabaj bjteach at ameritech.net barb.sabaj at d214.org bsabaj at thecenterweb.org 847-392-9894 _____ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of LaFerlazzo at aol.com Sent: Saturday, March 03, 2007 5:04 PM To: technology at nifl.gov Subject: [Technology 887] Re: Software Question Hi, I've posted earlier about my school's family literacy program of providing computers and DSL service to immigrant families. If you didn't catch my earlier posts, and want to learn more about the project, you can read about it at http://www.bayworld.net/ferlazzo/familyliteracy.html My question for the list relates to a new family that is getting one of our computers being in an area where DSL is not available, and we can't provide dial-up service because of School District issues that are not worth going into here. Instead, we're going to spend the money (about $600) that we would have paid for Internet Service on software the family can use to learn English. I'd like to get recommendations about what you would recommend we purchase. In addition to specific ESL software, we also want to buy CD Roms or programs that just have a lot of lower-English level audio and animated stories with the text. Thanks! Larry Ferlazzo _____ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070304/770858d7/attachment.html From Virginia at k12ele.com Mon Mar 5 12:16:41 2007 From: Virginia at k12ele.com (Virginia Duran) Date: Mon, 5 Mar 2007 11:16:41 -0600 Subject: [Technology 889] Re: Technology Digest, Vol 18, Issue 3 References: Message-ID: <7B90E1958D25D34E86E952201566688F608057@eledc.ele-ed.local> Have you ever seen Dyned software(www.dyned.com)? That is also very good software. It focuses on Listening, Speaking, Reading and Writing. The author Lance Knowles was the first to come out with CALL. I am currently using it in my ESL classes and have found it very useful. He uses an ICONIC approach, showing simple pictures and little text in the beginning. He did a paper on how we retain short-term and long-term memory. It allows the students to speak into the microphone and hear themselves and also hear the computer. It also repeats the sentence after each answer. Virginia Duran -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of technology-request at nifl.gov Sent: Monday, March 05, 2007 11:00 AM To: technology at nifl.gov Subject: Technology Digest, Vol 18, Issue 3 Send Technology mailing list submissions to technology at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/technology or, via email, send a message with subject or body 'help' to technology-request at nifl.gov You can reach the person managing the list at technology-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of Technology digest..." Today's Topics: 1. [Technology 887] Re: Software Question (LaFerlazzo at aol.com) 2. [Technology 888] Re: Software Question (Joyce Paisley) 3. [Technology 889] Re: Software Question (Barbara Sabaj) ---------------------------------------------------------------------- Message: 1 Date: Sat, 3 Mar 2007 18:03:53 EST From: LaFerlazzo at aol.com Subject: [Technology 887] Re: Software Question To: technology at nifl.gov Message-ID: Content-Type: text/plain; charset="us-ascii" Hi, I've posted earlier about my school's family literacy program of providing computers and DSL service to immigrant families. If you didn't catch my earlier posts, and want to learn more about the project, you can read about it at _http://www.bayworld.net/ferlazzo/familyliteracy.html_ (http://www.bayworld.net/ferlazzo/familyliteracy.html) My question for the list relates to a new family that is getting one of our computers being in an area where DSL is not available, and we can't provide dial-up service because of School District issues that are not worth going into here. Instead, we're going to spend the money (about $600) that we would have paid for Internet Service on software the family can use to learn English. I'd like to get recommendations about what you would recommend we purchase. In addition to specific ESL software, we also want to buy CD Roms or programs that just have a lot of lower-English level audio and animated stories with the text. Thanks! Larry Ferlazzo


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AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070303/6db4c09c/a ttachment-0001.html ------------------------------ Message: 2 Date: Sun, 4 Mar 2007 22:44:42 -0500 From: "Joyce Paisley" Subject: [Technology 888] Re: Software Question To: "The Technology and Literacy Discussion List" Message-ID: Content-Type: text/plain; charset=ISO-8859-1; format=flowed The best software for language is Rosetta stone. Cornerstone is a very good program for basic language rules. Our ESL students use both of these programs. Please share with me any recommendations you receive for for the additional programs. I'm very interested in your project. Please keep me posted as it progresses. Joyce Paisley TRC Broadview Middle School Burlington NC 27217 336-570-6195 paisley.joyce.gmail.com http://brm.abss.k12.nc.us On 3/3/07, LaFerlazzo at aol.com wrote: > > > Hi, > > I've posted earlier about my school's family literacy program of providing > computers and DSL service to immigrant families. If you didn't catch my > earlier posts, and want to learn more about the project, you can read about > it at http://www.bayworld.net/ferlazzo/familyliteracy.html > > My question for the list relates to a new family that is getting one of our > computers being in an area where DSL is not available, and we can't provide > dial-up service because of School District issues that are not worth going > into here. > > Instead, we're going to spend the money (about $600) that we would have paid > for Internet Service on software the family can use to learn English. > > I'd like to get recommendations about what you would recommend we purchase. > In addition to specific ESL software, we also want to buy CD Roms or > programs that just have a lot of lower-English level audio and animated > stories with the text. > > Thanks! > > Larry Ferlazzo > > > > > ________________________________ > AOL now offers free email to everyone. Find out more about what's free from > AOL at AOL.com. > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > ------------------------------ Message: 3 Date: Sun, 4 Mar 2007 21:45:04 -0600 From: "Barbara Sabaj" Subject: [Technology 889] Re: Software Question To: "'The Technology and Literacy Discussion List'" Message-ID: <20070305034500.666BE11B81 at mail.nifl.gov> Content-Type: text/plain; charset="us-ascii" There is the ELLIS software for learning English, and Rosetta Stone is another good one. There is grammar software called Focus on Grammar which corresponds to the books by the same name. Good luck. Barbara Sabaj bjteach at ameritech.net barb.sabaj at d214.org bsabaj at thecenterweb.org 847-392-9894 _____ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of LaFerlazzo at aol.com Sent: Saturday, March 03, 2007 5:04 PM To: technology at nifl.gov Subject: [Technology 887] Re: Software Question Hi, I've posted earlier about my school's family literacy program of providing computers and DSL service to immigrant families. If you didn't catch my earlier posts, and want to learn more about the project, you can read about it at http://www.bayworld.net/ferlazzo/familyliteracy.html My question for the list relates to a new family that is getting one of our computers being in an area where DSL is not available, and we can't provide dial-up service because of School District issues that are not worth going into here. Instead, we're going to spend the money (about $600) that we would have paid for Internet Service on software the family can use to learn English. I'd like to get recommendations about what you would recommend we purchase. In addition to specific ESL software, we also want to buy CD Roms or programs that just have a lot of lower-English level audio and animated stories with the text. Thanks! Larry Ferlazzo _____ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070304/770858d7/a ttachment-0001.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 18, Issue 3 ***************************************** From MariannF at lacnyc.org Mon Mar 5 12:44:08 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Mon, 5 Mar 2007 12:44:08 -0500 Subject: [Technology 890] FW: [LearningDisabilities 931] Video on Teaching Strategies Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8329EA6@lac-exch.lacnyc.local> Hello Tech list Colleagues, I'm forwarding the below email from the learning Disabilities' Discussion List for your input. Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: learningdisabilities-bounces at nifl.gov [mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of RKenyon721 at aol.com Sent: Monday, March 05, 2007 10:42 AM To: learningdisabilities at nifl.gov Subject: [LearningDisabilities 931] Video on Teaching Strategies Hello, I am looking for some resources. Is anyone aware of a professionally produced videos on instructional/teaching strategies either in a classroom or tutoring situation with adults that have LD? If so, will you please share information on how I can preview them. Thanks so much, Rochelle Rochelle Kenyon Moderator, LINCS Learning Disabilities Discussion List Center for Literacy Studies at the University of Tennessee RKenyon721 at aol.com To post a message: Learningdisabilities at nifl.gov To subscribe: http://www.nifl.gov/mailman/listinfo/Learningdisabilities To read archived messages: http://www.nifl.gov/linc/discussions/list_archives.html -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070305/901cfeac/attachment.html -------------- next part -------------- An embedded and charset-unspecified text was scrubbed... Name: ATT13286.txt Url: http://www.nifl.gov/pipermail/technology/attachments/20070305/901cfeac/attachment.txt From kabeall at comcast.net Thu Mar 8 14:37:42 2007 From: kabeall at comcast.net (Kaye Beall) Date: Thu, 8 Mar 2007 14:37:42 -0500 Subject: [Technology 891] New from NCSALL Message-ID: <00ca01c761b9$3f1d0920$0202a8c0@your4105e587b6> The Relationship of the Component Skills of Reading to IALS Performance: Tipping Points and Five Classes of Adult Literacy Learners By John Strucker, Kentaro Yamamoto, and Irwin Kirsch As its title indicates, this study's aim was to understand the relationship of the component skills of reading, such as word recognition, vocabulary, and spelling, to large-scale measures of literacy, such as the 1992 National Adult Literacy Survey (NALS) (Kirsch, Jungleblut, Jenkins, & Kolstad, 1993) and the closely related International Adult Literacy Survey (IALS) (Tuijnman, 2001). To download the report, go to the NCSALL Web site: http://www.ncsall.net/index.php?id=29#29 **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070308/a4e0e94d/attachment.html From kabeall at comcast.net Fri Mar 9 10:50:33 2007 From: kabeall at comcast.net (Kaye Beall) Date: Fri, 9 Mar 2007 10:50:33 -0500 Subject: [Technology 892] New issue of the Change Agent--Caring for Our Children Message-ID: <00ac01c76262$b013c070$3171cd4b@your4105e587b6> The next issue of The Change Agent is hot off the press! It?s all about Caring for Our Children. Since so many adult learners are also parents this is sure to be an issue your students will want to read. The Change Agent is a 56-page journal that provides authentic texts and teaching materials for examining social issues in the classroom. Find out the answers to these questions and much more: ? What can you do when your child misbehaves? How do parents navigate the tricky waters of disciplining their kids? ? Are children of homosexuals worse off than children of heterosexuals? What do adult learners think? ? Should children learn two languages at the same time? ? Does TV make a good babysitter? ? Which two industrialized countries do not provide paid maternity leave for new moms? ? How can programs prepare parents to advocate and be active in their children?s education? ? How does talking to your young child help develop literacy skills? ? What is Beatriz Garcia?s secret to being a great parent? Don?t miss this exciting issue with over 15 articles written by students. Visit our Web site or call to get your copy: www.nelrc.org/changeagent 617-482-9485 x491 Please post to other relevant lists and help us spread the word! Angela Orlando Change Agent Editor World Education 44 Farnsworth Street Boston, MA 02210 tel: 617-482-9485 fax: 617-482-0617 email: aorlando at worlded.org Check out The Change Agent online at: www.nelrc.org/changeagent **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070309/1ba9c9cc/attachment.html From MariannF at lacnyc.org Mon Mar 12 15:53:47 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Mon, 12 Mar 2007 15:53:47 -0400 Subject: [Technology 893] NIFL study on online learning Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB832A0B4@lac-exch.lacnyc.local> Hello Tech list colleagues, I'm re-sending Heidi's message to invite you to share your professional wisdom regarding adult students' independent online learning and internet use. Your professional wisdom will be valuable to the development of Heidi's research project and it is a chance for you to inform the field as a whole! Heidi will be joining the list again toward the end of the spring to share her findings. If you have any questions please feel free to email the list, myself off-line or Heidi. All the best, Mariann Message from: Heidi Silver-Pacuilla Hello All ! I am very pleased to work with you as fellow researchers in learning about independent online learning. I've been lurking on the list for a few weeks and know that I will learn a lot by listening and engaging you in dialogue. For the small study I'm heading up now, NIFL would like to know: (a) what is available out on the web? (b) how are adults using these online portals? (c) what skills (language and literacy) are necessary for adults to have in order to be successful with these activities? We know there is a lot of online learning going on as a supplement to class instruction and that the literature would suggest that a blended model can be effective enrichment for students. However, this project is most interested in what adults are doing on their own. Currently we are doing the literature review, searching on the web, and talking to programs that have hosted online portals that serve students in and out of classes. We need your help! A significant portion of the paper will be devoted to discussing Voices from the Field - reports and stories of how independent online learning is happening. This sort of learning - for the most part out of class, out of programs, out of sight of researchers - is rarely written up in journals. Do you know of learning portals being used by adults independently? What are they learning? What are they doing (studying for the driver's license test? citizenship test? learning vocabulary? practicing math?) ? Who is using it (any skill level or language proficiency data?)? If you have some leads, I would appreciate talking to you off the list (email me at hsilver-pacuilla at air.org or call me at 202.403.5218). Additionally, I will plan with Mariann to guest moderate the listserv later in the spring when I can bring preliminary findings to the group for feedback and further input. One thing I am very interested in articulating through this project is the features of online learning portals that make them more accessible and usable for adult students as well as to capture instructive stories of adult success that may make all of us practitioners sit up and take notice. Are we preparing our students to take full advantage of the possibilities online? Are we prepared to do so as instructors? These are challenging questions and I very much look forward to discussing them with all of you who are the leaders of integrating technology in literacy. Looking forward to getting to know you and your work - Heidi Silver-Pacuilla, Ph.D. Senior Research Analyst American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) 202.403.5454 (Fax) Message: 1 Date: Thu, 1 Mar 2007 09:39:26 -0500 From: "Mariann Fedele" Subject: [Technology 885] Tech List Participation in Research on On-line learning To: "The Technology and Literacy Discussion List" Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8329E1D at lac-exch.lacnyc.local> Content-Type: text/plain; charset="us-ascii" Dear Technology list colleagues, I am happy to announce a unique opportunity for the members of the Technology list to participate in a research study. Heidi Silver-Pacuilla is conducting research on independent on-line learning by adults. She will be asking for your professional wisdom to include as part of the project overall. Heidi will be asking a few questions of list members later in the day, and will then rejoin the list later in the spring for a discussion of her research findings. Following is a brief bio and short description of the study: Heidi Silver-Pacuilla is a researcher at the American Institutes for Research in Washington, DC. She has been working in literacy for (gulp) over 20 years. Most recently, she was in a position as a disabilities specialist at Pima College Adult Ed in Tucson, AZ, working with teaching colleagues to understand their service delivery system and conducting research with students with disabilities. Her areas of interest revolve around adult learning, learning with technology, and learning difficulties. Intro to the study: Through a grant from the National Institute for Literacy (NIFL) she will lead a small study on independent online learning by adults. Ultimately, this paper will offer recommendations for portal development and program management, but primarily a window into what adults are already doing outside of our programs and classes. Regards and looking forward to your participation, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070312/b1f1fd11/attachment.html -------------- next part -------------- An embedded and charset-unspecified text was scrubbed... Name: ATT07380.txt Url: http://www.nifl.gov/pipermail/technology/attachments/20070312/b1f1fd11/attachment.txt From MariannF at lacnyc.org Fri Mar 16 12:56:35 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Fri, 16 Mar 2007 12:56:35 -0400 Subject: [Technology 894] Disucssion on Hand-Held Devices in the Classroom Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB832A227@lac-exch.lacnyc.local> Dear Technology List Colleagues, This January the Tech list went through a process of identifying discussion topics we would like to explore this year. Many of you had requested a discussion on the use of cell phones, hand-held and portable devices (like Palm Pilots) in education settings. As such, I am very happy to announce that the Technology list will be engaging in a special discussion on the use of hand-held and portable devices in the classroom. Marilyn Williams, an instructor who participated in a practitioner research project on the use of hand-helds to support student learning will join the tech list to share her three years of experience in integrating this technology in to her classroom. Marilyn, will join the Tech list from April 16th through April 19th. More information will come in the days leading up to the discussion but for now, please save the dates. Following is a brief introduction that Marilyn asked me to share with you all: Bio: Hi there! My name is Marilyn Williams and I am a middle school teacher in Eugene, Oregon. I've been involved with a number of research projects through the University of Oregon and have enjoyed finding new ways to incorporate technology into my classroom. Although I'm definitely not a 'technie' I've been using handheld computers for the last few years and have found them to be a fantastic way to boost student involvement and learning. Discussion: As educators, we are always striving to better meet the needs of all our students. In my inclusion language arts/social studies classes, I have found that using handhelds helped to do just that. I was so excited to see how this technology motivated my students as well as allowed them be more successful in their reading and writing. I'm looking forward to discussing this technology application with you. Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070316/c572b48c/attachment.html From SUJones at parkland.edu Fri Mar 16 17:18:39 2007 From: SUJones at parkland.edu (Susan Jones) Date: Fri, 16 Mar 2007 16:18:39 -0500 Subject: [Technology 895] Re: The magic of technology for learning is outside the classroom In-Reply-To: <5B5DF9F227918548AD5FF668A2E84EBC0198EDC9@ED181X1.franklin.ketsds.net> References: <46D02A9B-56A9-4745-BAFE-57CEABB6D4B5@comcast.net> <5B5DF9F227918548AD5FF668A2E84EBC0198EDC9@ED181X1.franklin.ketsds.net> Message-ID: <45FAC368.84AA.0029.0@parkland.edu> Okay, but would there be a way to the game without stumbling upon it? (as in a link to the game, not stumbleupon?) Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> "Burkett, Barry" 2/12/2007 9:19 AM >>> David, I would be interested in discussing the book. But your introduction reminded me of a game I was playing last night. In the game I was a figure in the middle of a board, around me aggressors came into view and tried to shoot me, in order to shoot back I had to properly spell the attacker's name (e.g.. jet, bent, class, opinion, etc.) and hit enter. There were other elements to the game like full health and detonator packs that made the game fun and engaging, a great way to work on my taking skills. I found out about the game using StumbleUpon. Stumbleupon is shareware that you can find at www.stumbleupon.com. The program uses ratings (thumbs up, thumbs down) to judge what you might be interested in and then guides you towards like pages. As the user you decide areas and themes of things you are looking for. For instance last night I searched under the technology/games field and I got the game I mentioned earlier. I am able to find obscure zines, and interesting sites that I would not know of otherwise. Check out the page and see if the download is something you would like. I find it enjoyable and easy to use. More information about the product can be found on their page, www.stumbleupon.com. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David Rosen Sent: Sunday, February 11, 2007 9:48 AM To: The Technology and Literacy Discussion List Subject: [Technology 843] The magic of technology for learning is outsidethe classroom Marianne, Steve, and others There is a magical, compelling learning technology which is almost never used in the classroom, neither in K-12 or adult education. It is widely used at home, however, and in "computer cafes" around the world , mostly by male "digital natives" under 30. It is not usually designed to teach anything that instructors would recognize as basic skills or academic content, yet it incorporates some principles of learning that at least one author has argued at length, are far superior to what is found in most classrooms. It is capable of teaching content -- any content -- in ways that are more engaging than most classrooms. I am referring to well-designed video games, and to the book, _What Video Games Have to teach Us About Learning and Literacy_ by James Paul Gee. According to Gee, good video game designers carefully create games so that players learn (and improve) strategies in context, as they go, so that (using Lev Vygotsky's concept) each new scenario presents the first-person, active learner-players with challenges that are just outside their "zone of proximal development" providing difficult challenges, but within reach, and hence highly motivating. Gee also argues that many of these games focus on problem solving strategies and attitudes, sometimes those that are useful in the workplace such as getting information from context, getting and sharing information with co-workers, taking calculated risks, and working as a team. There is at least one (free) computer simulation that incorporates some of these good game design principles and that also has basic skills (reading,writing and numeracy) content, The Office, by Mike Hillinger. See the simulation at: http://www.lexiconsys.com/dswmedia/working_simulations.html and a description of it at: http://www.readingonline.org/electronic/elec_index.asp?HREF=hillinger/ I have three questions for those on this list: 1. Would you (anyone on this list) be interested in having a discussion of James Paul Gee's book, _What Video Games Have to teach Us About Learning and Literacy_ , on the Technology discussion list? 2. Do you know of any other engaging, well-designed video games for adults or older youth that have adult literacy education skills and knowledge (including adult secondary education and ESOL) as content? 3. Do you use computer simulations or video games for learning purposes in your classroom or learning lab? If so, which ones, and how do you use them? David J. Rosen djrosen at comcast.net On Feb 7, 2007, at 1:29 PM, Mariann Fedele wrote: > Hello Steve and all, > > Steve, you wrote, "staff and students now we seem to ask too much of > technology, expect it to be like magic." > > I think this comment is important to consider when thinking about how > technology relates to the teaching and learning process and > integrating it in a purposeful way. To begin grappling with that > question a useful reference source is the report by the National > Research Council titled "How People Learn: Brain, Mind, Experience, > and School" (1999). Of course, there have been many advances in the > technology we use since the time it was published, but many of the > core findings I believe still hold true. > What do others on the list think? How can these recommendations > inform our practice? Following is an excerpt from the concluding > chapter. > > > LEARNING ENVIRONMENTS > Tools of Technology > > Technology has become an important instrument in education. > Computer-based technologies hold great promise both for increasing > access to knowledge and as a means of promoting learning. The public > imagination has been captured by the capacity of information > technologies to centralize and organize large bodies of knowledge; > people are excited by the prospect of information networks, such as > the Internet, for linking students around the globe into communities > of learners. > > There are five ways that technology can be used to help meet the > challenges of establishing effective learning environments: > > 1. Bringing real-world problems into classrooms through the use of > videos, demonstrations, simulations, and Internet connections to > concrete data and working scientists. > 2. Providing "scaffolding" support to augment what learners can do and > reason about on their path to understanding. Scaffolding allows > learners to participate in complex cognitive performances, such as > scientific visualization and model-based learning, that is more > difficult or impossible without technical support. > > 3. Increasing opportunities for learners to receive feedback from > software tutors, teachers, and peers; to engage in reflection on their > own learning processes; and to receive guidance toward progressive > revisions that improve their learning and reasoning. > > 4. Building local and global communities of teachers, administrators, > students, parents, and other interested learners. > > 5. Expanding opportunities for teachers' learning. > > An important function of some of the new technologies is their > use as tools of representation. Representational thinking is central > to in-depth understanding and problem representation is one of the > skills that distinguish subject experts from novices. Many of the > tools also have the potential to provide multiple contexts and > opportunities for learning and transfer, for both student-learners and > teacher-learners. > Technologies can be used as learning and problem-solving tools to > promote both independent learning and collaborative networks of > learners and practitioners. > > The use of new technologies in classrooms, or the use of any > learning aid for that matter, is never solely a technical matter. The > new electronic technologies, like any other educational resource, are > used in a social environment and are, therefore, mediated by the > dialogues that students have with each other and the teacher. > > Educational software needs to be developed and implemented with a > full understanding of the principles of learning and developmental > psychology. Many new issues arise when one considers how to educate > teachers to use new technologies effectively: What do they need to > know about learning processes? What do they need to know about the > technologies? What kinds of training are most effective for helping > teachers use high-quality instructional programs? Understanding the > issues that affect teachers who will be using new technologies is just > as pressing as questions of the learning potential and developmental > appropriateness of the technologies for children. > > If you want to read the whole chapter it can found at: > http://books.nap.edu/html/howpeople1/ch10.html > > > Mariann Fedele > Associate Director, > NYC Regional Adult Education Network > 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 > www.lacnyc.org > > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Steve Quann > Sent: Tuesday, February 06, 2007 5:41 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 833] Re: Changing reading levels of text > questions > > Hi Patti, > Haven't used this, but I came upon it last week: > http://www.usingenglish.com/resources/text-statistics.php > > Sounds like you already know much of this, but here is a site that > might help with the creating/editing. > > http://www.hsph.harvard.edu/healthliteracy/materials.html > > I am finding that even though there are some things that just amaze me > staff and students now we seem to ask too much of technology expect it > to be like magic. Others? > > Good luck, > Steve > > >>>> "Patti White" 2/6/2007 4:21 PM >>> > I received the following request and I'm stumped. Here's the request: > ---------------------------------------------------------------------- > -- > -------- > > Do you know of a computer program that takes text and offers > suggestions for dropping the reading level.. As in maybe 10th grade to > 5th grade...Is there software that does that other than just using the > Flesch-Kincaid Readability stats and doing it by hand??? > > Next question..When you are adapting text for folks with literacy > issues....you know how you drop the reading level down and augment > with pictures...Is there a term that is used for that ..something like > .modified text with pictures or something like that...???? > > ---------------------------------------------------------------------- > -- > -------- > > The only thing I can find that might help is the Auto Summarize > feature in Microsoft Word, but it's not really appropriate. Does > anyone know of some software that will drop the reading level of text? > And is there a term for that process? > > Thanks for whatever help anyone can give, Patti White > > Patti White, M.Ed. > Disabilities Project Manager > Arkansas Adult Learning Resource Center prwhite at madisoncounty.net > http://aalrc.org/resources/ld/index.aspx > 800.569.3539 ph/fax/tty > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From Tina_Luffman at yc.edu Sat Mar 17 12:56:21 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Sat, 17 Mar 2007 09:56:21 -0700 Subject: [Technology 896] Re: GAMING for Math In-Reply-To: <45FAC368.84AA.0029.0@parkland.edu> References: <46D02A9B-56A9-4745-BAFE-57CEABB6D4B5@comcast.net> <5B5DF9F227918548AD5FF668A2E84EBC0198EDC9@ED181X1.franklin.ketsds.net>, <45FAC368.84AA.0029.0@parkland.edu> Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070317/921588a6/attachment.html From wbquinones at comcast.net Sat Mar 17 16:28:22 2007 From: wbquinones at comcast.net (Wendy Quinones) Date: Sat, 17 Mar 2007 16:28:22 -0400 Subject: [Technology 897] Re: GAMING for Math References: <46D02A9B-56A9-4745-BAFE-57CEABB6D4B5@comcast.net> <5B5DF9F227918548AD5FF668A2E84EBC0198EDC9@ED181X1.franklin.ketsds.net>, <45FAC368.84AA.0029.0@parkland.edu> Message-ID: <006301c768d2$cee01000$a500a8c0@nscdd05> Hi Tina, I'm captivated by this idea, even though I don't teach math (shudder). Here's a link to a review of this game. http://www.aximsite.com/articles/link.php?id=366 Wendy ----- Original Message ----- From: Tina_Luffman at yc.edu To: The Technology and Literacy Discussion List Sent: Saturday, March 17, 2007 12:56 PM Subject: [Technology 896] Re: GAMING for Math Hi everyone, Last night my husband was showing me a game called Brain Evolution that came with his handheld phone. Please let me know if you are aware of games similar to this one. Basically the software gave sets of two numbers to add or subtract, and most of these were two digit numbers. The gamer is challenged to add or subtract these numbers correctly before the timer runs out. I think this kind of game would be great for contests in the classroom or for individual use to build math speed and accuracy. Thanks for your suggestions. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070317/a0d2189a/attachment.html From Tina_Luffman at yc.edu Sun Mar 18 19:53:17 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Sun, 18 Mar 2007 16:53:17 -0700 Subject: [Technology 898] Re: GAMING for Math In-Reply-To: <006301c768d2$cee01000$a500a8c0@nscdd05> References: <46D02A9B-56A9-4745-BAFE-57CEABB6D4B5@comcast.net> <5B5DF9F227918548AD5FF668A2E84EBC0198EDC9@ED181X1.franklin.ketsds.net>, <45FAC368.84AA.0029.0@parkland.edu> , <006301c768d2$cee01000$a500a8c0@nscdd05> Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070318/f307467d/attachment.html From jataylor at utk.edu Wed Mar 21 10:58:00 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Wed, 21 Mar 2007 10:58:00 -0400 Subject: [Technology 899] Register now for ProLiteracy's Northwest Regional Institute! Message-ID: Dear List Colleagues: The following message is posted on behalf of Kathy St. John, Regional Institute Coordinator for ProLiteracy America. I thought you would be interested to know that the deadline to apply to participate in the Dollar General/ProLiteracy Performance Accountability Project has been extended to March 31,2007. Looks like they have some exciting workshops lined up for project participants that should be of interest to a broad audience. Have a great day! Best wishes, Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu ========================================================== Register now for ProLiteracy's Northwest Regional Institute! May 10-11, 2007 University Place, Portland, Oregon (http://www.pdx.edu/cegs/uplace.html) * * * * * * * * * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * * * Featuring two 9-hour, intensive, hands-on workshops: The ABCs of Adult Student Engagement: Active Learning, Building Community, and Contextualized Instruction Performance Accountability Initiative: Data Collection and Management The Performance Accountability Initiative is funded by the Dollar General Literacy Foundation. Please note: The Performance Accountability Initiative training is part of the Dollar General/ProLiteracy Performance Accountability Project. Programs must be accepted as project participants in order to attend. Contact Melanie Daniels (mdaniels at proliteracy.org) for special application materials. * * * * * * * * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * * * * * Please visit ProLiteracy's website at www.proliteracy.org/news/index.asp?aid=229 to register and download the Northwest Regional Institute brochure containing detailed information about the Institute. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * The deadline to apply to participate in the Dollar General/ProLiteracy Performance Accountability Project has been extended to March 31,2007. The deadline to register for the ABCs of Adult Student Engagement is May 1, 2007. The deadline to register for the discounted hotel room rate is April 27,2007. Space is limited so be sure to register early! * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * This professional development opportunity is supported by: Dollar General Literacy Foundation Anchorage Literacy Project Literacy Network of Washington Kathy St. John Regional Institute Coordinator ProLiteracy America -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070321/65ba311b/attachment.html From djgbrian at utk.edu Wed Mar 21 12:02:29 2007 From: djgbrian at utk.edu (Brian, Dr Donna J G) Date: Wed, 21 Mar 2007 12:02:29 -0400 Subject: [Technology 900] FW: Position Announcement- Director of the Center for Literacy Studies Message-ID: Please see the attached Position Announcement for the * Director, Center for Literacy Studies , University of Tennessee, Knoxville -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070321/409f1c24/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Position Announcement - Director.doc Type: application/msword Size: 29696 bytes Desc: Position Announcement - Director.doc Url : http://www.nifl.gov/pipermail/technology/attachments/20070321/409f1c24/attachment.doc From jataylor at utk.edu Wed Mar 21 10:58:00 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Wed, 21 Mar 2007 10:58:00 -0400 Subject: [Technology 901] [ProfessionalDevelopment 931] Register now for ProLiteracy'sNorthwest Regional Institute! Message-ID: Dear List Colleagues: The following message is posted on behalf of Kathy St. John, Regional Institute Coordinator for ProLiteracy America. I thought you would be interested to know that the deadline to apply to participate in the Dollar General/ProLiteracy Performance Accountability Project has been extended to March 31,2007. Looks like they have some exciting workshops lined up for project participants that should be of interest to a broad audience. Have a great day! Best wishes, Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu ========================================================== Register now for ProLiteracy's Northwest Regional Institute! May 10-11, 2007 University Place, Portland, Oregon (http://www.pdx.edu/cegs/uplace.html) * * * * * * * * * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * * * Featuring two 9-hour, intensive, hands-on workshops: The ABCs of Adult Student Engagement: Active Learning, Building Community, and Contextualized Instruction Performance Accountability Initiative: Data Collection and Management The Performance Accountability Initiative is funded by the Dollar General Literacy Foundation. Please note: The Performance Accountability Initiative training is part of the Dollar General/ProLiteracy Performance Accountability Project. Programs must be accepted as project participants in order to attend. Contact Melanie Daniels (mdaniels at proliteracy.org) for special application materials. * * * * * * * * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * * * * * Please visit ProLiteracy's website at www.proliteracy.org/news/index.asp?aid=229 to register and download the Northwest Regional Institute brochure containing detailed information about the Institute. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * The deadline to apply to participate in the Dollar General/ProLiteracy Performance Accountability Project has been extended to March 31,2007. The deadline to register for the ABCs of Adult Student Engagement is May 1, 2007. The deadline to register for the discounted hotel room rate is April 27,2007. Space is limited so be sure to register early! * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * This professional development opportunity is supported by: Dollar General Literacy Foundation Anchorage Literacy Project Literacy Network of Washington Kathy St. John Regional Institute Coordinator ProLiteracy America -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070321/65ba311b/attachment-0001.html -------------- next part -------------- ---------------------------------------------------- National Institute for Literacy Adult Literacy Professional Development mailing list ProfessionalDevelopment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/professionaldevelopment Professional Development section of the Adult Literacy Education Wiki http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development From jataylor at utk.edu Wed Mar 21 10:58:00 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Wed, 21 Mar 2007 10:58:00 -0400 Subject: [Technology 902] [Assessment 692] Register now for ProLiteracy's Northwest RegionalInstitute! Message-ID: Dear List Colleagues: The following message is posted on behalf of Kathy St. John, Regional Institute Coordinator for ProLiteracy America. I thought you would be interested to know that the deadline to apply to participate in the Dollar General/ProLiteracy Performance Accountability Project has been extended to March 31,2007. Looks like they have some exciting workshops lined up for project participants that should be of interest to a broad audience. Have a great day! Best wishes, Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu ========================================================== Register now for ProLiteracy's Northwest Regional Institute! May 10-11, 2007 University Place, Portland, Oregon (http://www.pdx.edu/cegs/uplace.html) * * * * * * * * * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * * * Featuring two 9-hour, intensive, hands-on workshops: The ABCs of Adult Student Engagement: Active Learning, Building Community, and Contextualized Instruction Performance Accountability Initiative: Data Collection and Management The Performance Accountability Initiative is funded by the Dollar General Literacy Foundation. Please note: The Performance Accountability Initiative training is part of the Dollar General/ProLiteracy Performance Accountability Project. Programs must be accepted as project participants in order to attend. Contact Melanie Daniels (mdaniels at proliteracy.org) for special application materials. * * * * * * * * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * * * * * Please visit ProLiteracy's website at www.proliteracy.org/news/index.asp?aid=229 to register and download the Northwest Regional Institute brochure containing detailed information about the Institute. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * The deadline to apply to participate in the Dollar General/ProLiteracy Performance Accountability Project has been extended to March 31,2007. The deadline to register for the ABCs of Adult Student Engagement is May 1, 2007. The deadline to register for the discounted hotel room rate is April 27,2007. Space is limited so be sure to register early! * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * This professional development opportunity is supported by: Dollar General Literacy Foundation Anchorage Literacy Project Literacy Network of Washington Kathy St. John Regional Institute Coordinator ProLiteracy America -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070321/65ba311b/attachment-0002.html -------------- next part -------------- ------------------------------- National Institute for Literacy Assessment mailing list Assessment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment From MariannF at lacnyc.org Tue Mar 27 09:57:36 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Tue, 27 Mar 2007 09:57:36 -0400 Subject: [Technology 903] Conference Season Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BD6EC@lac-exch.lacnyc.local> Dear Tech list Colleagues, Many of us will be attending education conferences such as COABE and TESOL this month. If you attend any conference session or encounter any resources that you think would be relevant for members of the Tech list please let us know by sending a message to the list. Looking forward to hearing from any and all who wish to share. Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070327/e486a0cd/attachment.html From BothaCJS at tut.ac.za Thu Mar 29 08:35:58 2007 From: BothaCJS at tut.ac.za (Nelis Botha) Date: Thu, 29 Mar 2007 14:35:58 +0200 Subject: [Technology 904] Invitation to conference (IFLA Pre-Conference 2007) Message-ID: <5969890DCCBB1040A55ED2FF4755A50E0171034B@oak.tut.ac.za> International Federation of Library Associations and Institutions Section on Library Services to Multicultural Populations, Libraries for Children and Young Adults Section and Reading Section present an international conference in Pretoria, South Africa from 15-17 August 2007 Theme "Multicultural library Innovative services for all, with special reference to literacy, learning and linguistic diversity" Who should attend? * Librarians * Professionals involved in literacy, learning and linguistics * Archives and Museum workers * Publishers and booksellers * Community workers * Everyone interested in multicultural issues What will be discussed? * Innovative services to multicultural populations * Service delivery in a multicultural environment * Knowledge development for community transformation * Intergenerational services; examples of success programmes * Literacy; what it means in your community * Reading: innovative programmes for target groups * Storytelling * Oral traditions and their impact on library services * Driving forces for literacy and learning * Life long learning opportunities: new strategies, new services, new media * Libraries promoting adult education and learning * Media and literature reflecting everyday life * The impact of linguistic diversity on library services * Fostering linguistic diversity * Collecting and preservation of materials in local languages * Publishing, disseminating and promoting materials in local languages For more information or to register for this conference visit: http://lib.tut.ac.za/ifla ------------------------------------------------------------------ Tshwane University of Technology ------------------------------------------------------------------ This email is sent and received in terms of the Electronic Communications Policy of Tshwane University of Technology. In line with this policy, this email is private, priviledged and confidential. The full text of the Electronic Mail Disclaimer can be seen on the TUT web site at http://www.tut.ac.za/goto/emaildisclaimer or obtained by phoning (012) 382-5911 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070329/99778487/attachment.html From MariannF at lacnyc.org Mon Apr 2 09:33:54 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Mon, 2 Apr 2007 09:33:54 -0400 Subject: [Technology 904] FW: [Moderators 1534] What Works for Adult ESL Students? A SpecialTopics Discussion Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BD8C6@lac-exch.lacnyc.local> Dear Tech list Colleagues, David J. Rosen, the moderator of the NIFL Special Topics discussion list, has asked that I call your attention to the following upcoming discussion. Regards, Mariann ************************************ Dear Colleague, I am very pleased to announce a special discussion on "What Works for Adult ESL Students" with the principal authors of the study, Heide Spruck Wrigley and Larry Condelli. The discussion will begin April 9th and continue through April 15th. Below you will find brief biographies of the authors, and (links to) some short and longer pieces about the research. This is one of the major studies of adult ESL/ESOL in our field, and a wonderful opportunity to discuss the study and its findings with the authors. I hope you will take time before the discussion to read the study and to formulate your questions for the authors. You may send your questions beginning now although they will be held until April 9th when the discussion begins. Information on Subscribing If you are not subscribed to the National Institute for Literacy's Special Topics discussion list, where this discussion will be held, you can subscribe at any time, by going to http://www.nifl.gov/mailman/listinfo/specialtopics Follow the simple instructions, select the "subscribe" button, and you will then be sent an email requesting confirmation of your subscription. You must immediately reply to that email in order to be subscribed. You can unsubscribe when the discussion ends, or stay subscribed and wait for the next discussion. On the Special Topics discussion list you will receive no email messages between discussions. If you are subscribed, please pass this information on to colleagues who you think might be interested in the discussion Biographies of the Guest Researchers Dr. Heide Spruck Wrigley is Senior Researcher for Language, Literacy and Learning with LiteracyWork Associates, a small independent firm conducting research and professional development work in the United States and in Canada. She has been key in every federally funded national research study on adult ESL and acted as the subject matter expert in the What Works for Adult ESL Students study. She has written a number of books and articles related to adult ESL Literacy, including "Bringing Literacy to Life" a handbook for practitioners, "Communicating in the Real World", a textbook on workplace ESL, and most recently the "Language of Opportunity" a report for the Center on Law and Social Policy; and "Capturing What Counts" a chapter in "Adult Biliteracy: Socio-cultural and Programmatic Responses" (Erlbaum 2007). Dr. Wrigley currently is a non-resident fellow with the Migration Policy Institute in Washington, D.C. where she focuses on immigrant integration and policy issues related to adult ESL, employment and family literacy. She has served on a number of advisory boards and expert panels, including the National Academy of Sciences, the National Center for the Study of Adult Learning and Literacy, and (currently) the National Institute for Literacy and the National Center for Educational Statistics. In an effort to make research accessible to practitioners, Dr. Wrigley is involved in a number of professional development efforts across the U.S. These include a four year ongoing staff development effort in Socorro, Texas to help teachers integrate family literacy, EL Civics, and technology. She also heads up several professional development Institutes (including a virtual course) for both new teachers and master teachers throughout Texas, focused on teaching English as a Second Language to adults. She has delivered numerous talks and key notes at conferences both within the U.S. and internationally. Dr. Wrigley holds a PhD in Education with a focus on Language, Literacy, and Learning and an MA in Applied Linguistics. Dr. Larry Condelli is a managing director of the Adult Education and Literacy Program in the Education and Human Development Division at the American Institutes for Research. His work includes research on adult ESL students, accountability, and conducting professional development and technical assistance for adult educators. He recently directed the What Works Study for Adult ESL Literacy Students, the first large-scale empirical study of the effectiveness of instructional practices for adult ESL students, and is currently directing a study of the impact of explicit literacy instruction on low-literate adult ESOL learners for the U.S. Department of Education. He is also the project director for the National Reporting System and was instrumental in developing this national accountability system for federally funded adult education and literacy program. Dr. Condelli's other projects include development of a performance-based reading assessment for low-literate adults for the National Assessment of Adult Literacy, funded by the National Center for Educational Statistics. He is a staff development and data consultant for the states of Alabama, California, Georgia and Utah and provides training and technical assistance to adult education staff in several states. Dr. Condelli holds a Ph.D. in Psychology from the University of California. Readings to prepare for the Discussion Below are links to readings (1 and 2) and attached documents (3 and 4) that will help you to prepare for the discussion. (Note, some people may not be able to open 3 and 4. If you have difficulty, and would like me to email these to you, let me know. ( djrosen1 at comcast.net ) 1. A short NCSALL Focus on Basics article on What Works for Adult ESL Students http://www.ncsall.net/?id=189 2. Instruction, Language and Literacy: What Works Study for Adult ESL Literacy Students http://lotos.library.uu.nl/publish/articles/000176/bookpart.pdf 3. A long, but not too theoretical paper on the What Works ESL study presented in England -------------- next part -------------- A non-text attachment was scrubbed... Name: RealWorldResearch.doc Type: application/msword Size: 220160 bytes Desc: RealWorldResearch.doc Url : http://www.nifl.gov/pipermail/technology/attachments/20070402/bae6efd1/attachment.doc -------------- next part -------------- A non-text attachment was scrubbed... Name: WWS for Tilburg submitted 4-3.doc Type: application/msword Size: 1618944 bytes Desc: WWS for Tilburg submitted 4-3.doc Url : http://www.nifl.gov/pipermail/technology/attachments/20070402/bae6efd1/attachment-0001.doc From MariannF at lacnyc.org Mon Apr 2 13:09:01 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Mon, 2 Apr 2007 13:09:01 -0400 Subject: [Technology 905] Announcement--NAAL Data Set Training Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BD921@lac-exch.lacnyc.local> Using the National Assessment of Adult Literacy Data file and Tools For Research, Secondary Analyses and Policy Development (NAAL Data Set Training) Description: The National Center for Education Statistics (NCES), in the U.S. Department of Education's Institute of Education Sciences (IES), will sponsor a 3-day advanced studies seminar on the use of the National Assessment of Adult Literacy (NAAL) data files and tools for research and policy analyses. The 2003 NAAL measured the English literacy of America's adults living in households and prisons. Results are reported in terms of scale score averages on three literacy scales: prose, document, and quantitative, as well as literacy levels that are described as Below Basic, Basic, Intermediate, and Proficient. Type: Workshop/Training & Technical Assistance Audience: This seminar is open to institutional researchers and planners, education practitioners, policymakers, and association members, as well as faculty and advanced graduate students from colleges and universities nationwide. Location: Academy for Educational Development (AED) 1825 Connecticut Avenue, NW Washington, DC 20009-5721 (202) 884-8583 Dates: August 6-8, 2007 Organization: National Center for Education Statistics More Information: NAAL Data Set Training Seminar Announcement Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070402/08e553c7/attachment.html From MariannF at lacnyc.org Tue Apr 3 09:35:17 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Tue, 3 Apr 2007 09:35:17 -0400 Subject: [Technology 906] Technology Counts: 2007 Live Chat Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BD956@lac-exch.lacnyc.local> Hello Tech list Colleagues, Some of you may be interested in the following professional development opportunity. Regards, Mariann ************************************ Technology Counts '07: The Evolution of Ed. Tech. Live Chat Technology Counts 2007: The Evolution of Ed. Tech. ************************************************** When: Wed., April 4, 3 p.m. to 4 p.m. Eastern time. Where: Edweek-chat.org Submit questions in advance here . ************************************************** Tech Counts chat sponsored by CDW-G ************************************************** Join us for this live chat on educational technology. Getting more technology into schools has been a priority for policymakers over the past 10 years, and in many respects, that goal has been accomplished. Yet few experts would argue that America's schools are making optimal use of the new digital tools they have received. Likewise, few can point to evidence that all the new technology has translated into great leaps forward in student learning. Though federal, state, and local policy initiatives have poured billions of dollars of technology spending into schools, average student achievement is little better than it was 10 years ago, at least as measured by reading, mathematics, and science scores on the federally sponsored National Assessment of Educational Progress. Looking ahead, policy on school technology will continue to be framed by broader education policy--currently focused on students' academic achievement and preparation for the global workforce, as well as the reauthorization of the No Child Left Behind Act, which is supposed to occur this year. What progress has been made in the use of educational technology over the past 10 years? How is it not being used effectively? What should schools be doing to prepare for changes in technology in the future? Guests: Margaret A. Honey, director of the Center for Children and Technology Cathleen Norris, professor, department of technology and cognition, college of education, University of North Texas, and Elliot Soloway, professor of computer science and education, University of Michigan. Submit questions in advance here . ************************************************** No special equipment other than Internet access is needed to participate in this text-based chat. A transcript will be posted shortly after the completion of the chat. Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070403/e4ea9eaf/attachment.html From LaFerlazzo at aol.com Tue Apr 3 10:42:51 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Tue, 3 Apr 2007 10:42:51 EDT Subject: [Technology 907] Re: Updated online ESL resource Message-ID: I thought people might find this website useful for teaching English Language Learners and younger native English speakers. I've recently expanded it: _http://www.bayworld.net/ferlazzo/english.html_ (http://www.bayworld.net/ferlazzo/english.html) It now has over 6,000 links appropriate for English Language Learners divided into many categories, and covering English, Math, Science and Social Studies. I also have a blog that highlights new content that's added to the site: _http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) Larry Ferlazzo Sacramento, CA ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070403/8f3e18d5/attachment.html From MariannF at lacnyc.org Tue Apr 3 16:28:19 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Tue, 3 Apr 2007 16:28:19 -0400 Subject: [Technology 908] Re: Updated online ESL resource In-Reply-To: Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BD9A9@lac-exch.lacnyc.local> Hello Larry, Thank you for sharing. It looks like you have put together a very comprehensive resource. We have had a number of conversations on the list about resources that we have generated on our own for others to use (they have included blogs, podcasts, websites, and video resource). If anyone else has recently created or updated a resource that others on the list might benefit from please continue to let the list know about them. Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of LaFerlazzo at aol.com Sent: Tuesday, April 03, 2007 10:43 AM To: technology at nifl.gov Subject: [Technology 907] Re: Updated online ESL resource I thought people might find this website useful for teaching English Language Learners and younger native English speakers. I've recently expanded it: http://www.bayworld.net/ferlazzo/english.html It now has over 6,000 links appropriate for English Language Learners divided into many categories, and covering English, Math, Science and Social Studies. I also have a blog that highlights new content that's added to the site: http://larryferlazzo.edublogs.org/ Larry Ferlazzo Sacramento, CA ________________________________ See what's free at AOL.com . -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070403/62a25754/attachment.html From WmZ at aol.com Tue Apr 3 18:13:33 2007 From: WmZ at aol.com (WmZ at aol.com) Date: Tue, 3 Apr 2007 18:13:33 EDT Subject: [Technology 909] Re: Updated online ESL resource Message-ID: Dear Mariann, I would appreciate your adding my online comicstrip creator -- http://www.makebeliefscomix.com-- to your list of online resources for ESOL and literacy programs. It offers a fun, simple way to encourage students of all ages to write, read and tell their stories. Respectfully, Bill Zimmerman ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070403/1a2e4045/attachment.html From MariannF at lacnyc.org Wed Apr 4 09:44:17 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Wed, 4 Apr 2007 09:44:17 -0400 Subject: [Technology 910] Re: Updated online ESL resource In-Reply-To: Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BD9BD@lac-exch.lacnyc.local> Hello Bill, Thank you for forwarding this resource, it is really engaging and appears to have a lot of potential to use with ABE and ESOL learners. Could you tell the list a bit more about it. Did you build the site yourself? How have you been using it and with which student populations? Can you give Tech list subscribers some ideas and/or pointers for how they may want to use it with their students? I encourage others on the list to take a look at this resource and give your thoughts about how you might be able to use it: http://www.makebeliefscomix.com/comix.php Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of WmZ at aol.com Sent: Tuesday, April 03, 2007 6:14 PM To: technology at nifl.gov Subject: [Technology 909] Re: Updated online ESL resource Dear Mariann, I would appreciate your adding my online comicstrip creator -- http://www.makebeliefscomix.com-- to your list of online resources for ESOL and literacy programs. It offers a fun, simple way to encourage students of all ages to write, read and tell their stories. Respectfully, Bill Zimmerman ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070404/7222e7cd/attachment.html From MariannF at lacnyc.org Wed Apr 4 10:37:22 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Wed, 4 Apr 2007 10:37:22 -0400 Subject: [Technology 911] Disucssion on Hand-Held Devices in the Classroom Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BD9CA@lac-exch.lacnyc.local> Dear Tech List Colleagues, This is a reminder that the Technology list will be engaging in a special discussion on the use of hand-held and portable devices in the classroom beginning Tuesday, April 17th through Thursday, April 19th. Marilyn Williams, an instructor who participated in a practitioner research project on the use of hand-helds to support student learning will join the tech list to share her three years of experience in integrating this technology in to her classroom. What questions or comments do you have that I can share with Marilyn in advance of our discussion that will help inform what we discuss? Please send responses to the list as a whole or to me off-list. Regards, Mariann Following is a brief introduction that Marilyn asked me to share with the list: Bio: Hi there! My name is Marilyn Williams and I am a middle school teacher in Eugene, Oregon. I've been involved with a number of research projects through the University of Oregon and have enjoyed finding new ways to incorporate technology into my classroom. Although I'm definitely not a 'technie' I've been using handheld computers for the last few years and have found them to be a fantastic way to boost student involvement and learning. Discussion: As educators, we are always striving to better meet the needs of all our students. In my inclusion language arts/social studies classes, I have found that using handhelds helped to do just that. I was so excited to see how this technology motivated my students as well as allowed them be more successful in their reading and writing. I'm looking forward to discussing this technology application with you. Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070404/2cee7934/attachment.html From MariannF at lacnyc.org Wed Apr 4 12:34:50 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Wed, 4 Apr 2007 12:34:50 -0400 Subject: [Technology 912] Literacy in Everyday Life publication release Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BD9D8@lac-exch.lacnyc.local> Dear Colleagues, The following message is submitted on behalf of Jaleh Behroozi Soroui. Regards, Mariann *************************************** The National Center for Education Statistics (NCES) just released Literacy in Everyday Life, the most recent publication of the 2003 National Assessment of Adult Literacy (NAAL). This report provides extensive information on the literacy of American adults age 16 and older and changes in their performance since 1992. Furthermore, it examines the relationship between literacy and several demographic variables including education, occupation, and income. Findings include the following: * Women have closed the gap with men in Quantitative literacy. They are doing better than men in Document and Prose literacy. * Younger and older adults have lower literacy than adults in other age groups. * Median weekly earnings increased with each level of literacy. * At each higher level of Prose literacy, more adults were employed full time. * Approximately 51 percent of adults with Below Basic Document literacy and 43 percent with Below Basic Quantitative literacy believed their job opportunities were limited a lot by their lack of computer skills. * The percentage of parents who never helped their school-age child with homework declined at each higher Prose literacy level. * Approximately half of US citizens of voting age with Below Basic Prose and Document literacy reported voting in the presidential election of 2000 compared with 84 percent of citizens with Proficient Prose and Document literacy. To download, view and print the publication as a PDF file, please visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007480 Jaleh Behroozi Soroui Education Statistics Services Institute American Institutes for Research 1990 K Street, NW Suite 500 Washington, DC 20006 Phone: 202/403-6958 email: jsoroui at air.org Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070404/c672511e/attachment.html From WmZ at aol.com Wed Apr 4 18:36:50 2007 From: WmZ at aol.com (WmZ at aol.com) Date: Wed, 4 Apr 2007 18:36:50 EDT Subject: [Technology 913] Re: Updated online ESL resource Message-ID: Dear Mariann, Thank you for your invitation to tell our group more about my online comics web site site -- http:// www.makebeliefscomix.com -- where children and adults can create their own comic strips, and to explain how it might be used for both ESOL and ABE learners. As someone who learned to read by looking at comic strips, I wanted to create a site that would be fun and used comic characters to tell stories. The site works this way: Users can select from 10 fun characters with different moods -- happy, sad, angry, worried ? and write words for blank talk and thought balloons to make their characters talk and think. There also are story ideas and prompts to help users create graphic stories. This site can be used by educators to teach language, reading and writing skills, and also for students in English-as-a-Second-Language programs to facilitate self-expression and storytelling. Some educational therapists use it with deaf and autistic people to help them understand concepts and communicate. Parents and children in family literacy programs can create stories together, print them to create comic books or email them to friends and family. Others will find the site a resource to be creative, calm down and have fun ? something that is needed as students struggle so mightly in class to master a new language. I have been conducting workshops both for students who are learning English as a second language and with those who as struggling to be literate, and just conducted such a workshop for about 30 such students at the Elmhurst Library Adults Education Center in Queens, New York. Generally, in showing students how to use the site, I will create with them a group comic strip incorporating their ideas. We?ll choose a subject for example, such as going on a date, going for a job interview or deciding what we want to do this coming weekend or where we want to go on a vacation. Then we?ll create a story together, using one or two characters in each panel. The characters become surrogates for ourselves. I might then start a dialogue in one of the talk balloons, asking the students for suggestions, and then I?ll ask for more dialogue for the other character to speak. Then we?ll try to move the story along by moving to a second panel. Later, when students start their own comic strips, I encourage them to work with a partner to help each other along. I have included story prompts on the site to give students ideas, such as Travel to a Mysterious Place, A Day at School, Write a Love Story, Finding Your Courage, Making Wishes Come True, and A New Fairy Tale. In making comic strips, we have an easy, fun way to practice sentence structure, to use new vocabulary, to engage in make-believe conversations, to work individually or collaboratively, as well as practice creative writing. After a student completes her comic strip, she is encouraged to print it out so that she has a copy of her work, which validates her effort. The students love seeing the finished comic strips and can keep in their portfolios to look at and enjoy their hard-earned effort to create something new. The creation of the comics, thus, becomes an empowering experience for many students. I wrote and created the comic site, but worked with a web designer and programmers to implement the concept, which comes from earlier print books I created called Make Beliefs and which are used in schools throughout the country. I am now working to add a Spanish-language component to the site since many Spanish language teachers contacted me and saw the value of the site in teaching a foreign language. I will be glad to answer any questions group members may want to direct to me. Thank you for the opportunity to explain what I am doing. Sincerely, Bill Zimmerman (wmz at aol.com) ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070404/8069c204/attachment.html From djrosen at comcast.net Thu Apr 5 15:19:32 2007 From: djrosen at comcast.net (David J. Rosen) Date: Thu, 05 Apr 2007 15:19:32 -0400 Subject: [Technology 914] Re: Discussion on Hand-Held Devices in the Classroom In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB83BD9CA@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB83BD9CA@lac-exch.lacnyc.local> Message-ID: <46154BC4.2040508@comcast.net> Hi Marianne, You wrote: > What questions or comments do you have that I can share with Marilyn > in advance of our discussion that will help inform what we discuss? 1. How do you use handhelds in your classroom? 2. How do your students use handhelds for educational purposes outside of class? 3. Some teachers object that the screen on a handheld is too small for education purposes. Would you agree? Why or why not? 4. What are the advantages that handhelds have over desktop or laptop computers for educational purposes? 5. What are the disadvantages? 6. Can you give (an/some) example(s) of effective usews of a handheld for adult learners? 7. Do you have any recommendations on what handhelds are best for educational purposes and why? David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070405/4335eeea/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: djrosen.vcf Type: text/x-vcard Size: 258 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070405/4335eeea/attachment.vcf From MariannF at lacnyc.org Thu Apr 5 15:27:39 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 5 Apr 2007 15:27:39 -0400 Subject: [Technology 915] Re: Discussion on Hand-Held Devices in theClassroom In-Reply-To: <46154BC4.2040508@comcast.net> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BDA65@lac-exch.lacnyc.local> Hello David and all, Thanks for getting us started on our questions for Marilyn in advance of the discussion on 4/17-4/19 on using handheld devices in the classroom. What questions do others have? Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Thursday, April 05, 2007 3:20 PM To: The Technology and Literacy Discussion List Subject: [Technology 914] Re: Discussion on Hand-Held Devices in theClassroom Hi Marianne, You wrote: What questions or comments do you have that I can share with Marilyn in advance of our discussion that will help inform what we discuss? 1. How do you use handhelds in your classroom? 2. How do your students use handhelds for educational purposes outside of class? 3. Some teachers object that the screen on a handheld is too small for education purposes. Would you agree? Why or why not? 4. What are the advantages that handhelds have over desktop or laptop computers for educational purposes? 5. What are the disadvantages? 6. Can you give (an/some) example(s) of effective usews of a handheld for adult learners? 7. Do you have any recommendations on what handhelds are best for educational purposes and why? David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070405/bb392643/attachment.html From HSilver-Pacuilla at air.org Fri Apr 6 12:37:12 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Fri, 6 Apr 2007 12:37:12 -0400 Subject: [Technology 916] Re: Technology Digest, Vol 19, Issue 5 In-Reply-To: Message-ID: I would add a question: > How do you ensure equity of access in a classroom or program? Can you give suggestions on how to make the best use of a limited number and/or variety of types of devices? Thanks - Heidi Silver-Pacuilla Hsilver-pacuilla at air.org 1. How do you use handhelds in your classroom? 2. How do your students use handhelds for educational purposes outside of class? 3. Some teachers object that the screen on a handheld is too small for education purposes. Would you agree? Why or why not? 4. What are the advantages that handhelds have over desktop or laptop computers for educational purposes? 5. What are the disadvantages? 6. Can you give (an/some) example(s) of effective usews of a handheld for adult learners? 7. Do you have any recommendations on what handhelds are best for educational purposes and why? David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070405/4335eeea/a ttachment-0001.html -------------- next part -------------- A non-text attachment was scrubbed... Name: djrosen.vcf Type: text/x-vcard Size: 258 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070405/4335eeea/a ttachment-0001.vcf ------------------------------ Message: 2 Date: Thu, 5 Apr 2007 15:27:39 -0400 From: "Mariann Fedele" Subject: [Technology 915] Re: Discussion on Hand-Held Devices in theClassroom To: "The Technology and Literacy Discussion List" Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BDA65 at lac-exch.lacnyc.local> Content-Type: text/plain; charset="us-ascii" Hello David and all, Thanks for getting us started on our questions for Marilyn in advance of the discussion on 4/17-4/19 on using handheld devices in the classroom. What questions do others have? Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Thursday, April 05, 2007 3:20 PM To: The Technology and Literacy Discussion List Subject: [Technology 914] Re: Discussion on Hand-Held Devices in theClassroom Hi Marianne, You wrote: What questions or comments do you have that I can share with Marilyn in advance of our discussion that will help inform what we discuss? 1. How do you use handhelds in your classroom? 2. How do your students use handhelds for educational purposes outside of class? 3. Some teachers object that the screen on a handheld is too small for education purposes. Would you agree? Why or why not? 4. What are the advantages that handhelds have over desktop or laptop computers for educational purposes? 5. What are the disadvantages? 6. Can you give (an/some) example(s) of effective usews of a handheld for adult learners? 7. Do you have any recommendations on what handhelds are best for educational purposes and why? David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070405/bb392643/a ttachment-0001.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 19, Issue 5 ***************************************** From williams_ma at 4j.lane.edu Fri Apr 6 18:44:25 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Fri, 06 Apr 2007 15:44:25 -0700 Subject: [Technology 917] Re: Discussion on Hand-Held Devices in theClassroom In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB83BDA65@lac-exch.lacnyc.local> References: <46154BC4.2040508@comcast.net> <6E8BC13A30982C44BCD32B38FB8F5AB83BDA65@lac-exch.lacnyc.local> Message-ID: Hi Marian, These are great questions and they'll be really useful as a starting place for our discussion! Talk to you soon, Marilyn Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: Mariann Fedele Date: Thursday, April 5, 2007 12:27 pm Subject: [Technology 915] Re: Discussion on Hand-Held Devices in theClassroom To: The Technology and Literacy Discussion List > Hello David and all, > > > > Thanks for getting us started on our questions for Marilyn in advance > of > the discussion on 4/17-4/19 on using handheld devices in the classroom. > > > > What questions do others have? > > > > Regards, > > Mariann > > > > Mariann Fedele > > Associate Director, > > NYC Regional Adult Education Network > > 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 > www.lacnyc.org > > ________________________________ > > From: technology-bounces at nifl.gov [ > On Behalf Of David J. Rosen > Sent: Thursday, April 05, 2007 3:20 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 914] Re: Discussion on Hand-Held Devices in > theClassroom > > > > Hi Marianne, > > You wrote: > > > > What questions or comments do you have that I can share with Marilyn in > advance of our discussion that will help inform what we discuss? > > 1. How do you use handhelds in your classroom? > 2. How do your students use handhelds for educational purposes outside > of class? > 3. Some teachers object that the screen on a handheld is too small for > education purposes. Would you agree? Why or why not? > 4. What are the advantages that handhelds have over desktop or laptop > computers for educational purposes? > 5. What are the disadvantages? > 6. Can you give (an/some) example(s) of effective usews of a handheld > for adult learners? > 7. Do you have any recommendations on what handhelds are best for > educational purposes and why? > > David J. Rosen > djrosen at comcast.net > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.govTo unsubscribe or change your subscription settings, please go to From gspangenberg at caalusa.org Mon Apr 9 15:37:32 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Mon, 9 Apr 2007 15:37:32 -0400 Subject: [Technology 918] Additions to National Commission on Adult Literacy Message-ID: <2D03C78B-00FE-4796-A8E0-59DA360EE964@caalusa.org> Colleagues, I'm pleased to tell you that the following individuals have recently joined the National Commission on Adult Literacy: Morton Bahr (President Emeritus, Communications Workers of America); The Hon. Gerald Baliles (former Governor of Virginia, presently Director, Miller Center of Public Affairs, University of Virginia); George Kessinger (President & CEO, Goodwill Industries International, Inc.); and Juan Olivarez (President, Grand Rapids Community College & Member, NIFL Advisory Board). In addition, we have a new honorary commissioner: the Hon. Ruth Minner (Governor of Delaware). With the possible exception of one more corporate CEO, all commissioners are now on board. The next meeting of the Commission takes place April 17th in New York City. Gail S Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070409/6a840b41/attachment.html From MariannF at lacnyc.org Mon Apr 9 18:59:40 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Mon, 9 Apr 2007 18:59:40 -0400 Subject: [Technology 919] Discussion on Hand-Held Devices in theClassroom References: <46154BC4.2040508@comcast.net><6E8BC13A30982C44BCD32B38FB8F5AB83BDA65@lac-exch.lacnyc.local> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8107BCE@lac-exch.lacnyc.local> Dear Technology list colleagues, Once again, I'm happy to announce that Marilyn Williams, for the Kennedy Middle School in Eugene, Oregon will be joining the tech list beginning Tuesday, April 17th through Thursday, April 19th. Marilyn will discuss her experience in a practitioner research project on using handheld devices in the classroom, will share her three years of experience in integrating this technology in to instruction, and answer our questions. This three-day discussion will focus on three aspects of Marilyn's work and experience: Day one, Tuesday April 17th Marilyn will share the details of the University of Oregon research project that she participated in and was the genesis of her work using this technology in an education setting, and provide information about the two-day training she received through this project that prepared her for her classroom work. Day two, Wednesday April 18th Marilyn will lead us through a discussion about her classroom work with students; how she introduced students to using Palm Pilots and how she prepared them, what lessons consisted of and how the palm Pilots were used for learning, and sharing feedback on her students experience. Day three, Thursday April 19th Marilyn will share her reflections as a practitioner about the benefits, obstacles and outcomes (for her students and herself as a teacher) of integrating handheld technology into the instruction and learning process. Your participation as a list member is strongly encouraged to make this a robust and vital discussion. Best regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070409/8ca98731/attachment.html From MariannF at lacnyc.org Wed Apr 11 09:01:44 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Wed, 11 Apr 2007 09:01:44 -0400 Subject: [Technology 920] World Literacy and Nonformal Education References: <46154BC4.2040508@comcast.net><6E8BC13A30982C44BCD32B38FB8F5AB83BDA65@lac-exch.lacnyc.local> <6E8BC13A30982C44BCD32B38FB8F5AB8107BCE@lac-exch.lacnyc.local> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8107BD1@lac-exch.lacnyc.local> The following messsage is posted on behalf of David Rosen: Colleagues, The Adult Literacy Education Wiki http://www.wiki.literacytent.org is a useful resource for adult education teachers and other practitioners, and for researchers. The ALE Wiki now has over 800 subscribers (it's free to subscribe) and nearly 900 pages of information, organized in 32 topics. Below is a list of topics, but today I would especially like to call your attention to World Literacy and Nonformal Education, http://wiki.literacytent.org/index.php/World_Literacy_and_Nonformal_Education and to invite you to add to this page. David J. Rosen Wikiteer and ALE Wiki Organizer djrosen at comcast.net * Accountability * Action Research * Adult Learners' Self-Study * Adult Literacy Professional Development * Assessment Information * Basic Literacy * Classroom Practices that Work * Corrections Education * Curriculum Development * Developing Professional Wisdom and Research * English for Speakers of Other Languages * Evidence Based Adult Education * Family Literacy * GED Research * Health Literacy * Learner Persistence * Learner Perspectives * Learning Disabilities * Numeracy Research and Practice * Participatory and Emancipatory Education * Program Design * Project Based Learning * Public Policy * Reading * Return on Investment * Standards * Technology * Transition_to_College * Workforce, Workplace and Worker Education * Women and Literacy * World Literacy and Nonformal Education * Young Adult Literacy Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070411/ce4dc71d/attachment.html From rberdan at csulb.edu Wed Apr 11 17:00:33 2007 From: rberdan at csulb.edu (Robert Berdan) Date: Wed, 11 Apr 2007 14:00:33 -0700 Subject: [Technology 921] Online Multimedia E-Book Message-ID: We have once again released an online, mutimedia e-book in conjunction with Long Beach Reads One Book. This year's book is Tom Brokaw's "The Greatest Generation." The online section is at: http://cetl.edtech.csulb.edu/tgg In this version of the book the user has some control over the reading rate by electing to stretch the reading pause times. Also, we have found that the default synchrony of phrase highlighting and voice works well for the somewhat passive task of reading along silently with the author. For the user to real aloud, however, the highlighting must be advanced. The user can now control the degree of advance. This text will be too complex for most literacy learners but may be userful for more advanced adults and teens. We're always happy to get suggestions and comments. Robert Berdan Center for Educational Technology and Learning California State University, Long Beach From MariannF at lacnyc.org Thu Apr 12 13:48:58 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 12 Apr 2007 13:48:58 -0400 Subject: [Technology 922] Job Announcements References: <46154BC4.2040508@comcast.net><6E8BC13A30982C44BCD32B38FB8F5AB83BDA65@lac-exch.lacnyc.local><6E8BC13A30982C44BCD32B38FB8F5AB8107BCE@lac-exch.lacnyc.local> <6E8BC13A30982C44BCD32B38FB8F5AB8107BD1@lac-exch.lacnyc.local> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8107BE0@lac-exch.lacnyc.local> Hello Tech list colleagues, Please see the below job announcements: Literacy Assistance Center Seeks DIRECTOR OF PROFESSIONAL DEVELOPMENT The LAC is a vibrant non profit organization at the hub of the Adult and Alternative Education community serving students ages 16 and up. The successful candidate will have the following: An 8-year track record in the production of PD training Experienced in producing on-line distance learning experiences Familiarity with the NYC Department of Education a plus Strong skills in relationship management Also seeking Project Leader for Community and Family Programs. Supportive work environment. Good benefits. Competitive salary. By April 27th, resume and cover letter by mail or by e-mail to: Alex Santiago Literacy Assistance Center 32 Broadway, 10th floor New York, NY 10004 alexs at lacnyc.org Please see the LAC website at www.lacnyc.org for full job postings. The LAC is an Equal Opportunity and Affirmative Action organization. The LAC does not discriminate on the basis of age, gender, gender identity, sexual orientation, alienage or citizenship, religion, race, color, national or ethnic origin, disability, veteran or marital status in its employment. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070412/11ad1b6a/attachment.html From Barry.Burkett at Franklin.kyschools.us Thu Apr 12 15:01:38 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Thu, 12 Apr 2007 15:01:38 -0400 Subject: [Technology 923] Re: Online Multimedia E-Book In-Reply-To: Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198EFA3@ED181X1.franklin.ketsds.net> Hey guys, Robert, thanks for that attachment. I look forward to using the link with online learners, and getting an online discussion about the two varying stories, great work! It makes me curious, is there a central area that (ALE Wiki perhaps?) that lists pages like the one Robert shared with us? The following link goes to a site that displays children's books in different languages which is great for students learning foreign languages, and can be good for adults... Depending on how the resource is used: http://www.childrenslibrary.org/. So back to the main question, is there a central location where Literacy instructors can find e-books, to use with their students, that are open sourced/free? Barry -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Robert Berdan Sent: Wednesday, April 11, 2007 5:01 PM To: The Technology and Literacy Discussion List Subject: [Technology 921] Online Multimedia E-Book We have once again released an online, mutimedia e-book in conjunction with Long Beach Reads One Book. This year's book is Tom Brokaw's "The Greatest Generation." The online section is at: http://cetl.edtech.csulb.edu/tgg In this version of the book the user has some control over the reading rate by electing to stretch the reading pause times. Also, we have found that the default synchrony of phrase highlighting and voice works well for the somewhat passive task of reading along silently with the author. For the user to real aloud, however, the highlighting must be advanced. The user can now control the degree of advance. This text will be too complex for most literacy learners but may be userful for more advanced adults and teens. We're always happy to get suggestions and comments. Robert Berdan Center for Educational Technology and Learning California State University, Long Beach ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From sdwolf99 at mac.com Fri Apr 13 11:20:53 2007 From: sdwolf99 at mac.com (Sharon Wolf) Date: Fri, 13 Apr 2007 11:20:53 -0400 Subject: [Technology 924] (no subject) Message-ID: <4D427C42-EB3D-4631-BE10-22DC594AD4AA@mac.com> When are textbooks required to be in digital format? Sharon Wolf sdwolf99 at mac.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070413/1ad7eeeb/attachment.html From HSilver-Pacuilla at air.org Sun Apr 15 17:02:00 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Sun, 15 Apr 2007 17:02:00 -0400 Subject: [Technology 925] Re: Technology Digest, Vol 19, Issue 9 References: Message-ID: Sharon - your question is not as easy to answer as to ask :). NIMAS, the National Instructional Materials Accessibility Standard, went into effect for publishers last year and the NIMAC, the repository that will manage the digital files, was to be up and runing by Dec 3, 2006. The way the system is supposed to work involves approved state level "authorized user" interfacing with the NIMAC and the districts to coordinate requests, disability eligibility, and student-ready versions. Those three elements are going to require a considerable amount of knowledge, communications, and change in how things are done at all levels. Requests: Teachers and administrators are going to have to determine processes and communication channels to coordinate requests - and let everyone know about NIMAS, including parents. Disabilities: Not everyone will be eligible to access the digital formats. Blind and low vision students are the primary audience right now, but "print disabled" is in the language of the regulations and there is hope to broaden the scope of eligibility. Student ready: NIMAS files from the publisher are not student ready. There is further formatting necessary to get them ready. The XML format is a stripped down file that can be converted into many different digital forms including being available to output to Braille or DAISY talking books. The formatting can be done by a contractor and/or by some software programs. You can find a lot of information on this subject at the NIMAS TA Center funded by OSEP (Office of Special Education Programs): http://nimas.cast.org/about/faq/index.html. I was just having a great conversation with an ed-tech colleague about how the field can increase the demand for more than just a digital version of the textbooks. We don't want just a digital file of a bad textbook! But that's another conversation, too... Heidi Silver-Pacuilla, Ph.D. NCTI, Deputy Director CITEd, Knowledge Development American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) 202.403.5454 (Fax) ________________________________ From: technology-bounces at nifl.gov on behalf of technology-request at nifl.gov Sent: Sat 4/14/2007 12:00 PM To: technology at nifl.gov Subject: Technology Digest, Vol 19, Issue 9 Today's Topics: 1. [Technology 924] (no subject) (Sharon Wolf) ---------------------------------------------------------------------- Message: 1 Date: Fri, 13 Apr 2007 11:20:53 -0400 From: Sharon Wolf Subject: [Technology 924] (no subject) To: Technology at nifl.gov Message-ID: <4D427C42-EB3D-4631-BE10-22DC594AD4AA at mac.com> Content-Type: text/plain; charset="us-ascii" When are textbooks required to be in digital format? Sharon Wolf sdwolf99 at mac.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070413/1ad7eeeb/attachment-0001.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 19, Issue 9 ***************************************** -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 7167 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070415/60668f64/attachment.bin From Barry.Burkett at Franklin.kyschools.us Mon Apr 16 11:40:05 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Mon, 16 Apr 2007 11:40:05 -0400 Subject: [Technology 926] Spanish Preperation for the GED Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198EFB4@ED181X1.franklin.ketsds.net> Does anyone know of online GED prep work for spanish speakers? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070416/516e629a/attachment.html From MariannF at lacnyc.org Mon Apr 16 13:27:03 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Mon, 16 Apr 2007 13:27:03 -0400 Subject: [Technology 927] Discussion on Handhelds Begins Tomorrow In-Reply-To: Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BDD3C@lac-exch.lacnyc.local> Hello Tech list colleagues, Once again, I'm happy to announce that Marilyn Williams, for the Kennedy Middle School in Eugene, Oregon will be joining the tech list beginning tomorrow Tuesday, April 17th through Thursday, April 19th. Marilyn will discuss her experience in a practitioner research project focused using handheld devices in the classroom, will share her three years of experience in integrating this technology in to instruction, and answer our questions. This three-day discussion will focus on three aspects of Marilyn's work and experience: Day one, Tuesday April 17th Marilyn will share the details of the University of Oregon research project that she participated in and was the genesis of her work using this technology in an education setting, and provide information about the two-day training she received through this project that prepared her for her classroom work. Day two, Wednesday April 18th Marilyn will lead us through a discussion about her classroom work with students; how she introduced students to using Palm Pilots and how she prepared them, what lessons consisted of and how the palm Pilots were used for learning, and sharing feedback on her students experience. Day three, Thursday April 19th Marilyn will share her reflections as a practitioner about the benefits, obstacles and outcomes (for her students and herself as a teacher) of integrating handheld technology into the instruction and learning process. Your participation as a list member is strongly encouraged to make this a robust and vital discussion. Best regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070416/55bae9f3/attachment.html From marie.cora at hotspurpartners.com Mon Apr 16 13:32:08 2007 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Mon, 16 Apr 2007 13:32:08 -0400 Subject: [Technology 928] Re: Spanish Preperation for the GED In-Reply-To: <5B5DF9F227918548AD5FF668A2E84EBC0198EFB4@ED181X1.franklin.ketsds.net> Message-ID: <030c01c7804d$2982bee0$0202a8c0@LITNOW> Here's info on the GED On-Line - perhaps there is info here about the GED in Spanish. http://www.online-education.net/highschool/high-school-ged.html marie cora Assessment Discussion List Moderator Marie Cora marie.cora at hotspurpartners.com NIFL Assessment Discussion List Moderator http://www.nifl.gov/mailman/listinfo/assessment Coordinator, LINCS Assessment Special Collection http://literacy.kent.edu/Midwest/assessment/ -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Burkett, Barry Sent: Monday, April 16, 2007 11:40 AM To: The Technology and Literacy Discussion List Subject: [Technology 926] Spanish Preperation for the GED Does anyone know of online GED prep work for spanish speakers? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070416/ae9b7d79/attachment.html From laferlazzo at aol.com Mon Apr 16 13:47:03 2007 From: laferlazzo at aol.com (laferlazzo at aol.com) Date: Mon, 16 Apr 2007 13:47:03 -0400 Subject: [Technology 929] Re: Spanish Preperation for the GED In-Reply-To: <5B5DF9F227918548AD5FF668A2E84EBC0198EFB4@ED181X1.franklin.ketsds.net> References: <5B5DF9F227918548AD5FF668A2E84EBC0198EFB4@ED181X1.franklin.ketsds.net> Message-ID: <8C94E6660A61CD0-1D0C-1062@FWM-R15.sysops.aol.com> Barry, I have a variety of GED online materials here, including ones in Spanish: http://www.bayworld.net/ferlazzo/englishint.html#ged Larry Ferlazzo -----Original Message----- From: Barry.Burkett at Franklin.kyschools.us To: technology at nifl.gov Sent: Mon, 16 Apr 2007 8:40 AM Subject: [Technology 926] Spanish Preperation for the GED Does anyone know of online GED prep work for spanish speakers? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology ________________________________________________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070416/3ea1472e/attachment.html From alcdgg at langate.gsu.edu Tue Apr 17 09:25:16 2007 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Tue, 17 Apr 2007 09:25:16 -0400 Subject: [Technology 930] New Adult Literacy Journal: Cross Posting Message-ID: <4624927C020000310001E744@mailsrv4.gsu.edu> List colleagues, If you are a subscriber to multiple NIFL lists, please excuse the cross posting of this message. On behalf of Don Harting, the editor of the Adult Basic Education and Literacy Journal, I would like to announce the following: New Literacy Journal Launched The first issue of the Adult Basic Education and Literacy Journal, copublished by the Commission on Adult Basic Education (COABE) and ProLiteracy America, was launched in March. The journal?s predecessor, Adult Basic Education, was started by COABE in 1977. The new journal will continue to carry research articles that are peer reviewed using a double blind protocol that conceals reviewers? identities from authors, and vice versa. The journal will also include the following shorter features written especially for practitioners: ? Practitioner Perspective offers first-person narratives by people who?ve solved problems that instructors or program directors often encounter. The emphasis is on learnings that can be used by other practitioners. ? Web Scan, edited by David Rosen, offers a roundup of the most useful instructional and management resources found on the Internet. ? Research Digest, edited by Cristine Smith, offers a quick recap of published and ongoing research projects around the country, with contact information so interested readers can find out more. ? Resource Reviews, edited by Daphne Greenberg, help practitioners and researchers stay abreast of the latest offerings from educational publishers. ? Occasional essays, called Viewpoint, that analyze trends and forces at work in the field. The March issue carries an essay on health literacy by Rima Rudd. The July issue will carry an essay on the national research agenda by John Comings. The journal is published three times per year. To subscribe, or to view author guidelines, visit www.coabe.org. For more information, send an e-mail to journaleditor at literacyprogram.org. Daphne Greenberg Georgia State University From MariannF at lacnyc.org Tue Apr 17 09:53:20 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Tue, 17 Apr 2007 09:53:20 -0400 Subject: [Technology 931] Discussion on Handhelds: Today Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BDD69@lac-exch.lacnyc.local> Dear Technology list colleagues, I am very pleased to welcome Marilyn Williams, from the Kennedy Middle School in Eugene, Oregon to the tech list to lead our discussion on using handheld devices in the classroom. Marilyn will be joining us beginning today and staying with us through this Thursday, and in this time will share her three years of experience in integrating this technology in to instruction, and answer our questions. Today will kick off with a focus on the details of the University of Oregon research project that she participated in and was the genesis of her work using this technology in an education setting. In addition, she will provide information about the two-day training she received through this project that prepared her for her classroom work, and answer our questions as submitted to the list. As a list member your participation is enthusiastically encouraged! Regards and once again welcome to Marilyn, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070417/fc4770e1/attachment.html From williams_ma at 4j.lane.edu Tue Apr 17 10:03:55 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Tue, 17 Apr 2007 07:03:55 -0700 Subject: [Technology 932] handhelds Message-ID: Thanks to all of you who are interested in the topic of using handhelds in the classroom. I hope this discussion will be informative and helpful to you. Please let me know if you?d like clarification or further information about anything. As an introduction, I must let you know that I am definitely not a tech kind of a person! I understand how to do the things I do but I could never be the tech support person at my school, for instance. I tell you that just in case there are any of you out there who are thinking you could never do something like this! You can! I also realize that there are many others who are using or have used handhelds and I welcome your input and observations. I know I learn the most from others! The opportunity to participate in the handheld project grew out of earlier collaboration with the University of Oregon and their Center for Advanced Technology in Education (CATE). I had previously been part of a program to integrate Computer Based Study Strategies (CBSS) within content area learning specifically for students with learning disabilities. CBSS are a set of strategies that help students to organize, coordinate and synthesize their learning using the software program, Inspiration. The University of Oregon handheld program was designed to extend this learning to the handheld computer. The thought was that handhelds could be more accessible and inexpensive than computers and could help students apply these strategies more easily and effectively. In addition, we were interested in seeing whether having a handheld would increase and improve student?s writing skills. To that end, I was issued a class set of handhelds to use in my inclusion 8th grade language arts/social studies block class. My class was made up of approximately eight students with learning disabilities out of a total of 25 students. During August, before we were to launch the handheld project, I attended a two day workshop sponsored by my district. (The university and district were collaborating in this endeavor.) During those two days I was overwhelmed with new knowledge! We covered Memos, Calendar, Contacts, and Note Pad; all programs which are standard on a Palm. We played around with Preferences and learned how to beam to one another. We tried the applications Documents to Go and Inspiration as well as FreeWare such as Bejeweled, QuizWiz, Match Who, Giraffe and Silly Sentences. We learned how to use Graffiti (a specialized kind of writing which is done right on the Palm screen) as well as the embedded keyboard and an external keyboard. As we were absorbing all this information, my mind was always spinning with the question, ?How can I use this in my classroom?? It was amazing how versatile some of these programs could be. For example, the Contacts application, normally used as an electronic address book, could be used to create a dictionary. ?Tasks?, another preloaded program, used as a checklist or a to do list became a great way to help students keep track of the steps needed to complete a writing or reading assignment. Even if all you had was what came standard on a Palm, you could adapt them to use in a classroom. A colleague, Mindy Frisbee, and I have actually written a series of lessons for CATE, showing how to use these applications in the classroom. However, we were provided with additional software and so we learned to use it. Since I am a Language Arts/Social Studies teacher, I found myself focusing on the Inspiration and Documents to Go programs. Inspiration is a wonderful program that can help anyone organize and synthesize information in a visual manner. Since I had used it in its computer version, it was easy to make the switch to the Palm version. The Documents to Go software was very similar to other word processing programs and easy to decipher and use. While my focus was mainly on reading and writing, many of my colleagues were so excited about the math potential. I have not had personal experience using the Palms in math settings but many others have used this tool very effectively there. At the end of the two day workshop, I was excited about the potential of the Palms in my classroom. We had covered so much ground and been introduced to so many tools but now we needed to make these devices work for us and our students. So, while I was nervous, I was really looking forward to using Palms and to seeing how my students would react to them. I was not disappointed! Tomorrow, I?ll tell you about our classroom experience which, admittedly, had some ups and downs. Overall, the positives far outweighed the negatives and the students showed real growth in their writing skills as well as their attitude toward school and their own abilities. Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR From williams_ma at 4j.lane.edu Tue Apr 17 17:53:31 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Tue, 17 Apr 2007 14:53:31 -0700 Subject: [Technology 933] handhelds Message-ID: Hi all, Just thought I'd take this opportunity to address some of the questions that you've sent my way. One of the biggest issues I'd thought we'd have was with the size of the screens, especially for using the Inspiration program as it's very visual (flow charts etc.). The students don't seem to be bothered by this, however. I think they're more used to cell phone screens and Game Boys etc. than I am. I do find that students think that one screen of writing equals a page! So, I often have to give them a guideline of, "This should be at least 5 screens long" or something like that. After a while they understand that the screen usually holds about 2 sentences and they adjust. If you wanted to run spreadsheets, I think the screen size could become an issue. The major advantage of a handheld versus a laptop is primarily cost, I think. The Palms run around $200 plus around $60 for a keyboard which is a lot less than a laptop. The Palms are also pretty resilient. We're still using many of the Palms we started with 3 years ago and they've had pretty much daily use. The biggest problem is keeping track of the stylus! These end up in pockets, on the floor or in binders. So, we now have a sign out system for their use. The Palms we use do not have internet access and that's fine with me as I think they might become too distracting with that option. The major disadvantage I've experienced is what happens with all technology; it freezes up or breaks down and data is lost. Palms can be hotsynced (or backed up) on a computer and if that's done regularly, the loss will be minimal. It is frustrating for a student to have worked hard on something only to have an error message occur. I've really appreciated the beaming function as students can quickly recover data from someone else (of course this doesn't work when it was your own). Students are each assigned their own Palm and take them home and to other classes. One of the goals of using this technology was to help students learn to transfer their learning across content areas. So, we have students doing their science homework on the Palm, coming to my class to print it off, and then turning it in. To print, they just point their Palm at a reader on the printer and it prints off. You don't need to download to another computer at all. Outside of class is where Palms are great because students can continue to add to work they're doing very easily as the handheld is so portable. The equipment which I use in class includes my own Palm, a projector and a FlexCam. The FlexCam has been invaluable as it allows me to project exactly what I'm doing with my Palm to the students. This is a lot easier than trying to explain which little button or icon I'm using. Our site uses the Palm Tungsten e handheld along with an external keyboard. These are rather out of date but still work for what I need in class. Overall, students have really enjoyed the experience of using the Palms. I'll tell you more about how my classroom uses these tomorrow. Thanks, Marilyn Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR From mthacher at otan.us Tue Apr 17 20:40:54 2007 From: mthacher at otan.us (Marian Thacher) Date: Tue, 17 Apr 2007 17:40:54 -0700 Subject: [Technology 934] Re: handhelds In-Reply-To: References: Message-ID: The Technology and Literacy Discussion List on Tuesday, April 17, 2007 at 2:53 PM -0800 wrote: >One of the biggest issues I'd thought we'd have was with the size of the >screens, especially for >using the Inspiration program as it's very visual (flow charts etc.). The >students don't seem to >be bothered by this, however. I think they're more used to cell phone >screens and Game Boys >etc. than I am. I do find that students think that one screen of writing >equals a page! So, I often >have to give them a guideline of, "This should be at least 5 screens >long" or something like that. >After a while they understand that the screen usually holds about 2 >sentences and they adjust. If >you wanted to run spreadsheets, I think the screen size could become an >issue. thanks for sharing your experiences with us, Marilyn! I've been watching for use of handhelds in adult education for several years, and haven't seen much. I've pretty much dropped this piece of technology from the list of things I encourage people to try, and I think the main issue is the screen size. If we're going to use something cheaper than a laptop, people seem to be going for the portable keyboard, and focusing on writing. AlphaSmart has the Dana, which is a palm with a bigger case, keyboard and screen. I wonder if any adult programs have tried using those. I didn't think about the problem of the stylus, but I can imagine now that you mention it! Have you had any problems with kids losing/trading/forgetting their handhelds? Thanks, Marian Thacher OTAN www.otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070417/811745f5/attachment.html From MariannF at lacnyc.org Wed Apr 18 10:04:49 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Wed, 18 Apr 2007 10:04:49 -0400 Subject: [Technology 935] Discussion on handhelds: day two Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BDDC8@lac-exch.lacnyc.local> Hello Tech list colleagues, I am very pleased to welcome back Marilyn Williams, from the Kennedy Middle School in Eugene, Oregon to share her experiences and lead our discussion on using handheld devices in the classroom. Today will focus on classroom work with students; how she introduced students to using Palm Pilots and how she prepared them, what lessons consisted of and how the palm Pilots were used for learning, and sharing feedback on her students experience. If you have tried integrating similar techniques and tech in to your instruction please share your thoughts and professional wisdom with the list. Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070418/b043811d/attachment.html From williams_ma at 4j.lane.edu Wed Apr 18 10:18:52 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Wed, 18 Apr 2007 07:18:52 -0700 Subject: [Technology 936] handhelds day 2 Message-ID: Hi all, Thanks again for participating in the discussion today. Please send me any comments or questions as I'd love to establish a dialogue with you! As it closer to school starting and despite two full days of training, I was still feeling apprehensive about starting the Palm project. Nonetheless, students were back at school a week later and I had to be ready to go. Our first day, I introduced the fact that we had the opportunity to use the handhelds and explained that everyone would need to take home the permission form and have it back before we would begin to use the Palms. I thought this would give me a week or so of breathing room! Of course, they all came back the next day! So, taking a deep breath, we jumped in. Those first few days were a little chaotic! I did have some basic plans developed but, for the most part, we played. We experimented with different functions and sent messages to one another. We also saved our work and set up categories (or files). One of the most helpful pieces of equipment I used was a FlexCam. This is a camera that has a flexible neck that can be bent to show whatever the teacher is working on. They are often used in science classes so all the students can watch a teacher do a dissection or other experiment. This allowed me to demonstrate which buttons or icons to tap and how and where to enter information on a screen. It really was (and still is) invaluable. Our first lessons were basic how to enter information. We played with writing Graffiti, using the built in keyboard as well as the external keyboard. A fun game to use when learning Graffiti is called Giraffe. As we all became more proficient, I started using the Palms in ?real? lessons. At first, it was a stretch to think of how I would use them but as they became part of my repertoire, it was second nature. One of the earlier projects we did was on government. I divided students into groups and their task was to create a society. Each group had a set of categories to address such as school, laws, justice, economy etc. Each student worked on their section then everyone beamed their portion to each other so the entire group had everyone?s work. This was a great way to keep them organized and if anyone lost their work, they could easily retrieve it. Daily, we used our Palms for silent reading responses as well as a unit on word parts. We kept a list and definitions and examples of literary terms and devices. We wrote poetry which worked great as I beamed everyone a template and instructions and then they could work independently. I know I keep mentioning beaming and I should perhaps explain this function. This allows a person to just point their Palm at another Palm, tap ?Beam? and the data is transferred from one to another. After a bit of practice we got so we could beam a piece of data to everyone in the class in the same amount of time it would take to pass out papers. I would beam to one student, they would beam to another while I got someone else started etc. It was important for us to organize the Palms in a way that they were easily accessible so I set up a series of small drawers which contained each person?s Palm and keyboard. Students were responsible to make sure their Palm was charged and available and, for the most part, this worked well. If someone forgot theirs at home, they ended up having to use paper and pencil and that was usually enough deterrent that it wasn?t left at home again. The biggest advantage of Palms, for me, was the way it leveled the playing field, so to speak, for all my students. I had taught some of these students since sixth grade in a resource (pull out) block and had never been able to get them interested in writing. Now that they had this tool and the example of their peers, they became much more engaged and I was so pleased with the progress they made. They felt much more positive about themselves as learners as well. Fortunately, we had a class set of Palms so everyone had access. In a setting without a class set, I might establish a ?Palm learning center? as part of a rotation. At that center, I?d probably have assignments listed and have students work in a more individual way. It certainly is more difficult to incorporate any kind of technology when students have to share. So far, we've lost only 1 handheld over 3 years! Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR From williams_ma at 4j.lane.edu Wed Apr 18 10:27:48 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Wed, 18 Apr 2007 07:27:48 -0700 Subject: [Technology 937] Re: handhelds In-Reply-To: References: Message-ID: Hi Mariann, Thanks for your questions and comments. I've used the AlphaSmarts in the past as well. I think one of the advantages to the Palm is that is doesn't look so 'weird'. Middle school students, and I would think high school and adults, don't want to look different from everyone else unless the difference makes them 'cool'. PDAs are pretty common and students don't seem to feel that they stand out in a negative way by using them. The screen size on a Palm takes a bit of getting used to but it doesn't seem to be that big of a deal. My sixth graders (this year) now judge how long their work is by the number of 'K' it takes. They've figured out that about a half page printed is going to be about 8K of memory. Using Inspiration was another story and we quickly learned to use the 'hide' feature. This allows you to compress a topic with all its subtopics and details so the screen isn't overwhelmingly full and you can more easily navigate through your work. I have had a few instances of students beaming when they shouldn't be and using the Palms to doodle when they should be paying attention. Usually, a warning and then confiscation for the day is enough to curb the inappropriate behavior. The only games on my class set of Palms are 'educational' ones which are fun in a pinch but all that appealing to most students. I'd encourage folks to give these a try if they're looking for something a little less expensive, more durable and easily portable than a laptop. Adults, especially, would probably benefit from the calendar and tasks features which are great to keep yourself organized. The calendar has a number of settings you can use to remind yourself of events, as well. Thanks for your questions, Marilyn Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: Marian Thacher Date: Tuesday, April 17, 2007 6:21 pm Subject: [Technology 934] Re: handhelds To: The Technology and Literacy Discussion List > The Technology and Literacy Discussion List on > Tuesday, April 17, 2007 at 2:53 PM -0800 wrote: > >One of the biggest issues I'd thought we'd have was with the size of > the > >screens, especially for > >using the Inspiration program as it's very visual (flow charts etc.). > The > >students don't seem to > >be bothered by this, however. I think they're more used to cell phone > >screens and Game Boys > >etc. than I am. I do find that students think that one screen of writing > >equals a page! So, I often > >have to give them a guideline of, "This should be at least 5 screens > >long" or something like that. > >After a while they understand that the screen usually holds about 2 > >sentences and they adjust. If > >you wanted to run spreadsheets, I think the screen size could become > an > >issue. > > thanks for sharing your experiences with us, Marilyn! I've been watching > for use of handhelds in adult education for several years, and haven't > seen much. I've pretty much dropped this piece of technology from the > list > of things I encourage people to try, and I think the main issue is the > screen size. If we're going to use something cheaper than a laptop, people > seem to be going for the portable keyboard, and focusing on writing. > AlphaSmart has the Dana, which is a palm with a bigger case, keyboard > and > screen. I wonder if any adult programs have tried using those. > > I didn't think about the problem of the stylus, but I can imagine now > that > you mention it! Have you had any problems with kids > losing/trading/forgetting their handhelds? > > Thanks, > Marian Thacher > OTAN > www.otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/ mailman/listinfo/technology From MariannF at lacnyc.org Thu Apr 19 10:11:58 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 19 Apr 2007 10:11:58 -0400 Subject: [Technology 938] Handhelds Discussion: Day three Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BDE4B@lac-exch.lacnyc.local> Hello Technology list colleagues, I am pleased to welcome back Marilyn Williams to share with the list her practitioner experience of using handhelds in the classroom. Today Marilyn will discuss reflections about the benefits, obstacles and outcomes (for her students and herself as a teacher) of integrating handheld technology into the instruction and learning process. As always, you are invited and encouraged to share your own experiences and questions. Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070419/887b6528/attachment.html From williams_ma at 4j.lane.edu Thu Apr 19 10:07:53 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Thu, 19 Apr 2007 07:07:53 -0700 Subject: [Technology 939] Handheld discussion day 3 Message-ID: We?ve talked a little about some of the benefits, obstacles and outcomes of the Palm project but I?d like to expand on some of those today. I?ll start with the negatives. I don?t think it?s possible to use technology without running into obstacles! Something always seems to freeze or crash or disappear into Neverland! However, I think those situations have been pretty minimal considering how much the Palms are used. One problem is that if a Palm loses its charge completely, the information, and any new applications which you installed, will be lost. The way to get around this is to have students regularly HotSync (upload their files to another computer) their data and then it can be retrieved. This is a good lesson for students and does more to remind them than telling them over and over to be sure to keep their Palms charged. Palms do freeze on occasion and, again, if you haven?t backed up data, it?s lost. Sometimes, they can be reset and the info is still there but sometimes it?s gone. On the plus side of that scenario, a student can easily retrieve general information, like a worksheet or vocabulary list, from someone else. Palms are small, which is a benefit but they can easily be left on a desk, on top of the locker or in a pocket. So far, knock on wood, we?ve always had Palms returned to us. At this point, some of our keyboards are wearing out and have lost some of their keys. The stylus is also easily mislaid, misplaced or lost, as well. That being said, the benefits have far outweighed the obstacles, in my opinion. Those of you who work with students with learning disabilities have probably found that writing can be especially painful. I often experienced a lot of frustration on the student?s part in trying to get thoughts recorded. Then, after finally getting something on paper, any revision or editing suggestion which involved erasure or rearranging was very difficult. I found that students were much more willing to alter their writing when doing it in an electronic format. It?s much easier to copy and paste or cut and paste than it is to erase and remember what you wanted to write. Students also use colors to highlight places they want to reconsider which is an effective peer revision tool. One strategy we use a lot is to develop an outline in Inspiration (sometimes I give them the topics and they fill in the details and sometimes they come up with everything on their own) and then transfer the outline to Documents. Once in Documents, they just write their paragraphs from the outline that they can refer to easily. Then, they delete the outline and they?ve got a paragraph (or 2 or 3). Once written, their work can be beamed and printed and look just as good as anyone else?s. I think the Palms have really helped generate more equity in my classes. Sometimes it?s a not so academic student who is helping to figure out how to troubleshoot a problem. Every person?s work can be easily read and shared by others. Papers don?t become dog eared and left on the floor as they are all stored in the Palm. Some students, and their parents, worry about the cost of replacing their Palm if it?s lost or damaged. So far, we?ve only had to deal with this once and we had the student come in and do some kind of work for us at school. I hope you?ve gotten a glimpse into the potential of using these devices in a classroom. Please let me know if I can clarify or expand on any of the information I?ve shared. Thanks! Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR From bonniesophia at sbcglobal.net Thu Apr 19 11:33:59 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Thu, 19 Apr 2007 08:33:59 -0700 (PDT) Subject: [Technology 940] Re: Handheld discussion day 3 Message-ID: <856369.63234.qm@web83312.mail.sp1.yahoo.com> Hi, Marilyn, and all, I'm visually impaired, and have been delighted to know that I can use a Palm, because I can hold it as close to my eyes as I need to. I never bothered to learn graffiti, since I prefer the stylus. I do have a keyboard, but, again, have had no real reason to use it (I just use mine as a planner and a keeper of documents I don't want to lose, to back up my jump drive). However, I have gone through several versions of Palms because of technological problems. One I tried to use on another computer and it wouldn't do anything ever again. I tried everything. One just stopped hotsynching, and another had its on/off button break. Maybe I'm just hard on mine and these kids are way better at this than I am, but despite the correlation laptop/handheld, they're still not cheap, and if you're using a program as you describe that requires a lot of screen space, I'd suspect you'd need one with a color screen, good backlighting and resolution. I'd also like to learn more about students with disabilities finding it "painful" to write: could you elaborate? Best, Bonnie Odiorne, Writing Center Director, Post University ----- Original Message ---- From: Marilyn Williams To: technology at nifl.gov Sent: Thursday, April 19, 2007 10:07:53 AM Subject: [Technology 939] Handheld discussion day 3 We?ve talked a little about some of the benefits, obstacles and outcomes of the Palm project but I?d like to expand on some of those today. I?ll start with the negatives. I don?t think it?s possible to use technology without running into obstacles! Something always seems to freeze or crash or disappear into Neverland! However, I think those situations have been pretty minimal considering how much the Palms are used. One problem is that if a Palm loses its charge completely, the information, and any new applications which you installed, will be lost. The way to get around this is to have students regularly HotSync (upload their files to another computer) their data and then it can be retrieved. This is a good lesson for students and does more to remind them than telling them over and over to be sure to keep their Palms charged. Palms do freeze on occasion and, again, if you haven?t backed up data, it?s lost. Sometimes, they can be reset and the info is still there but sometimes it?s gone. On the plus side of that scenario, a student can easily retrieve general information, like a worksheet or vocabulary list, from someone else. Palms are small, which is a benefit but they can easily be left on a desk, on top of the locker or in a pocket. So far, knock on wood, we?ve always had Palms returned to us. At this point, some of our keyboards are wearing out and have lost some of their keys. The stylus is also easily mislaid, misplaced or lost, as well. That being said, the benefits have far outweighed the obstacles, in my opinion. Those of you who work with students with learning disabilities have probably found that writing can be especially painful. I often experienced a lot of frustration on the student?s part in trying to get thoughts recorded. Then, after finally getting something on paper, any revision or editing suggestion which involved erasure or rearranging was very difficult. I found that students were much more willing to alter their writing when doing it in an electronic format. It?s much easier to copy and paste or cut and paste than it is to erase and remember what you wanted to write. Students also use colors to highlight places they want to reconsider which is an effective peer revision tool. One strategy we use a lot is to develop an outline in Inspiration (sometimes I give them the topics and they fill in the details and sometimes they come up with everything on their own) and then transfer the outline to Documents. Once in Documents, they just write their paragraphs from the outline that they can refer to easily. Then, they delete the outline and they?ve got a paragraph (or 2 or 3). Once written, their work can be beamed and printed and look just as good as anyone else?s. I think the Palms have really helped generate more equity in my classes. Sometimes it?s a not so academic student who is helping to figure out how to troubleshoot a problem. Every person?s work can be easily read and shared by others. Papers don?t become dog eared and left on the floor as they are all stored in the Palm. Some students, and their parents, worry about the cost of replacing their Palm if it?s lost or damaged. So far, we?ve only had to deal with this once and we had the student come in and do some kind of work for us at school. I hope you?ve gotten a glimpse into the potential of using these devices in a classroom. Please let me know if I can clarify or expand on any of the information I?ve shared. Thanks! Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070419/6fbad7be/attachment.html From Tina_Luffman at yc.edu Thu Apr 19 12:24:27 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Thu, 19 Apr 2007 09:24:27 -0700 Subject: [Technology 940] Re: Handheld discussion day 3 In-Reply-To: References: Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070419/119ace73/attachment.html From EBrown at parkland.edu Thu Apr 19 12:42:07 2007 From: EBrown at parkland.edu (Evelyn Brown) Date: Thu, 19 Apr 2007 11:42:07 -0500 Subject: [Technology 941] Re: Book port In-Reply-To: References: Message-ID: <4627558E.A3CD.0046.0@parkland.edu> Hello all, I'm looking for information about a product called book port. Has anyone used it? How does it work? what equipment do you need to use it? Evelyn Evelyn Brown Academic Development Specialist Parkland College 2400 West Bradley Champaign, IL 61821 217.351.2587 ebrown at parkland.edu From gastarks at stcloudstate.edu Thu Apr 19 14:18:07 2007 From: gastarks at stcloudstate.edu (Starks-Martin, Gretchen A. ) Date: Thu, 19 Apr 2007 13:18:07 -0500 Subject: [Technology 942] Re: Handheld discussion day 3 In-Reply-To: References: Message-ID: I am also interested in any published research on the effectiveness of Inspiration to teach reading and cognitive mapping. Does anyone know? Gretchen Dr. Gretchen Starks-Martin Academic Learning Center St. Cloud State University 720 Fourth Avenue South St. Cloud, MN 56301-4498 (320)308-4742 FAX: (320) 308-0959 gastarks at stcloudstate.edu www.stcloudstate.edu/alc/ ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Thursday, April 19, 2007 11:24 AM To: The Technology and Literacy Discussion List Subject: [Technology 940] Re: Handheld discussion day 3 Hi Marilyn, Please comment about the Inspiration software program. I have a copy of this sitting in a box, and your comments make the program sound really worthwhile. Perhaps I could get this software placed on computers in our classroom for writing development for the students. Also, has anyone used Steck-Vaughn's Study Buddy handheld unit with students? These are more expensive than the Palm, and serve a different purpose. Study Buddy technology appears to be a handheld version of lessons in the five subject areas. Palms appear to be more of a writing and organizational tool. Please also let me know if anyone out there is using a Palm for Math lessons or games. Thanks, Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070419/d1069193/attachment.html From Charla.Eales at doc.mo.gov Thu Apr 19 14:21:22 2007 From: Charla.Eales at doc.mo.gov (Eales, Charla) Date: Thu, 19 Apr 2007 13:21:22 -0500 Subject: [Technology 943] Re: Handheld discussion day 3 In-Reply-To: Message-ID: <4142BAAF02591641BB68A6CE9BBD3A597E7641@EXCHVS2.mx.state.mo.us> We use Brainchild Study Buddy in our classrooms. It seems the students like it because it fits in their hands and looks age appropriate and with earphones no one knows what they have in front of them. The sales person we deal with will bring in the unit and the content cartridges and allow the staff to look at it and see how it correlates with the curriculum. You can view the web version and some lessons @ www.brainchild.com. ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Thursday, April 19, 2007 11:24 AM To: The Technology and Literacy Discussion List Subject: [Technology 940] Re: Handheld discussion day 3 Hi Marilyn, Please comment about the Inspiration software program. I have a copy of this sitting in a box, and your comments make the program sound really worthwhile. Perhaps I could get this software placed on computers in our classroom for writing development for the students. Also, has anyone used Steck-Vaughn's Study Buddy handheld unit with students? These are more expensive than the Palm, and serve a different purpose. Study Buddy technology appears to be a handheld version of lessons in the five subject areas. Palms appear to be more of a writing and organizational tool. Please also let me know if anyone out there is using a Palm for Math lessons or games. Thanks, Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070419/d157618f/attachment.html From EBrown at parkland.edu Thu Apr 19 14:46:11 2007 From: EBrown at parkland.edu (Evelyn Brown) Date: Thu, 19 Apr 2007 13:46:11 -0500 Subject: [Technology 944] Re: Handheld discussion day 3 In-Reply-To: References: Message-ID: <462772A2.A3CD.0046.0@parkland.edu> I love the inspiration software and it is very easy to use. I use it to help visual and visual spatial students. it makes a mind map of the topic. I also use it to help these students organize their notes into a mind map. The mind map can them be converted to other shapes such as top down or side to side flow chart system. the whole organization of material can also be converted to an outline if needed. Students learn how to use this quickly on their own. Evelyn Evelyn Brown Academic Development Specialist Parkland College 2400 West Bradley Champaign, IL 61821 217.351.2587 ebrown at parkland.edu >>> 4/19/2007 11:24 AM >>> Hi Marilyn, Please comment about the Inspiration software program. I have a copy of this sitting in a box, and your comments make the program sound really worthwhile. Perhaps I could get this software placed on computers in our classroom for writing development for the students. Also, has anyone used Steck-Vaughn's Study Buddy handheld unit with students? These are more expensive than the Palm, and serve a different purpose. Study Buddy technology appears to be a handheld version of lessons in the five subject areas. Palms appear to be more of a writing and organizational tool. Please also let me know if anyone out there is using a Palm for Math lessons or games. Thanks, Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu From MariannF at lacnyc.org Thu Apr 19 14:26:20 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 19 Apr 2007 14:26:20 -0400 Subject: [Technology 945] Subject: RE: handhelds day 2 Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BDE86@lac-exch.lacnyc.local> The following question is submitted on behalf of Mike Moyle: Marilyn, Thank you for sharing with us. Our fifth grade has used Palms for several years. They are used primarily for writing but also for math facts, organizing assignments, drawing with Sketchy, and understanding tessellations. The teachers are about to use them with paam.goknow.com Internet so the student can sync with that site when their homework is done, and the teacher can instantly see it. Our school is considering 1-to-1 technology with tablet laptop computers for grades 7-12. The teachers were each given a tablet and four days of training this summer. I'm trying to decide whether handhelds or tablets are the better way to go for Lower School. You've identified the cost factor. If that is the primary driving force, the handhelds probably are the best bet. I do worry, though, about not having access to the connectivity with the web and the ability to create through programs like PowerPoint, Movie Maker, etc. It seems that the handhelds have a very narrow focus of abilities compared to a laptop or tablet. I don't know, however, if this is a completely accurate view. I'd love to hear more about that. I was interested to read about your project with creating governments. I keep thinking that the technology is only a tool, and it's extremely important to make sure we are using it in a way that is helping students think at higher levels, make connections, and be creative. Mike Moyle Lower School Director The Principia -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Marilyn Williams Sent: Wednesday, April 18, 2007 9:19 AM To: technology at nifl.gov Subject: [Technology 936] handhelds day 2 Hi all, Thanks again for participating in the discussion today. Please send me any comments or questions as I'd love to establish a dialogue with you! As it closer to school starting and despite two full days of training, I was still feeling apprehensive about starting the Palm project. Nonetheless, students were back at school a week later and I had to be ready to go. Our first day, I introduced the fact that we had the opportunity to use the handhelds and explained that everyone would need to take home the permission form and have it back before we would begin to use the Palms. I thought this would give me a week or so of breathing room! Of course, they all came back the next day! So, taking a deep breath, we jumped in. Those first few days were a little chaotic! I did have some basic plans developed but, for the most part, we played. We experimented with different functions and sent messages to one another. We also saved our work and set up categories (or files). One of the most helpful pieces of equipment I used was a FlexCam. This is a camera that has a flexible neck that can be bent to show whatever the teacher is working on. They are often used in science classes so all the students can watch a teacher do a dissection or other experiment. This allowed me to demonstrate which buttons or icons to tap and how and where to enter information on a screen. It really was (and still is) invaluable. Our first lessons were basic how to enter information. We played with writing Graffiti, using the built in keyboard as well as the external keyboard. A fun game to use when learning Graffiti is called Giraffe. As we all became more proficient, I started using the Palms in 'real' lessons. At first, it was a stretch to think of how I would use them but as they became part of my repertoire, it was second nature. One of the earlier projects we did was on government. I divided students into groups and their task was to create a society. Each group had a set of categories to address such as school, laws, justice, economy etc. Each student worked on their section then everyone beamed their portion to each other so the entire group had everyone's work. This was a great way to keep them organized and if anyone lost their work, they could easily retrieve it. Daily, we used our Palms for silent reading responses as well as a unit on word parts. We kept a list and definitions and examples of literary terms and devices. We wrote poetry which worked great as I beamed everyone a template and instructions and then they could work independently. I know I keep mentioning beaming and I should perhaps explain this function. This allows a person to just point their Palm at another Palm, tap 'Beam' and the data is transferred from one to another. After a bit of practice we got so we could beam a piece of data to everyone in the class in the same amount of time it would take to pass out papers. I would beam to one student, they would beam to another while I got someone else started etc. It was important for us to organize the Palms in a way that they were easily accessible so I set up a series of small drawers which contained each person's Palm and keyboard. Students were responsible to make sure their Palm was charged and available and, for the most part, this worked well. If someone forgot theirs at home, they ended up having to use paper and pencil and that was usually enough deterrent that it wasn't left at home again. The biggest advantage of Palms, for me, was the way it leveled the playing field, so to speak, for all my students. I had taught some of these students since sixth grade in a resource (pull out) block and had never been able to get them interested in writing. Now that they had this tool and the example of their peers, they became much more engaged and I was so pleased with the progress they made. They felt much more positive about themselves as learners as well. Fortunately, we had a class set of Palms so everyone had access. In a setting without a class set, I might establish a 'Palm learning center' as part of a rotation. At that center, I'd probably have assignments listed and have students work in a more individual way. It certainly is more difficult to incorporate any kind of technology when students have to share. So far, we've lost only 1 handheld over 3 years! Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/l Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070419/ac870db3/attachment.html From williams_ma at 4j.lane.edu Thu Apr 19 14:56:21 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Thu, 19 Apr 2007 11:56:21 -0700 Subject: [Technology 946] Re: Handheld discussion day 3 In-Reply-To: <4142BAAF02591641BB68A6CE9BBD3A597E7641@EXCHVS2.mx.state.mo.us> References: <4142BAAF02591641BB68A6CE9BBD3A597E7641@EXCHVS2.mx.state.mo.us> Message-ID: Hi Charla, The Brainchild Study Buddy sounds really intriguing; I'm going to have to check this out! I'd certainly stronly encourage you to try out Inspiration. I love the way it gives students a way to organize their thoughts and ideas. It's basic function is as a brainstorming tool. You enter your idea and then just hit 'Rapid Fire' to keep adding your brainstorms. Then, the kids can group their ideas in categories, they can indicate relationships between the ideas and start adding details and subtopics to the ideas they want to use. Then, the students take their ideas and can write their paragraph/essay. For example, we'll do a 'vacation' topic and the students will just record absolutely everything they can think of for places they've been. Then I have them choose their top 3 and start to add details (or notes) about that place or event. When they transfer the data to a word processing document, they have 3 paragraphs practically written. The response is often something like, "You tricked us into writing an essay!" It's great because it was done in small chunks so kids didn't feel overwhelmed and it all fits together because the outline kept them focused. Sometimes, I will start off by giving them the outline and then having them fill it in. For example, if you're doing research on a country, you could give them the subtopics of economy, government, culture, education etc. As you can tell, this is just a really basic overview. The Computer Based Study Strategies (CBSS), developed through CATE at the U of O, are a series of lessons designed to use this tool to help kids with a variety of tasks (textbook notetaking, synthesizing information, vocabulary study etc.). If you send me an address, I'd be happy to get you a copy. We also have designed these for use with the Palm. Hope that helps! Marilyn Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: "Eales, Charla" Date: Thursday, April 19, 2007 11:21 am Subject: [Technology 943] Re: Handheld discussion day 3 To: The Technology and Literacy Discussion List > We use Brainchild Study Buddy in our classrooms. It seems the students > like it because it fits in their hands and looks age appropriate and > with earphones no one knows what they have in front of them. > The sales person we deal with will bring in the unit and the content > cartridges and allow the staff to look at it and see how it correlates > with the curriculum. You can view the web version and some lessons @ > www.brainchild.com. > > ________________________________ > > From: technology-bounces at nifl.gov [ > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/ mailman/listinfo/technology From williams_ma at 4j.lane.edu Thu Apr 19 14:57:39 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Thu, 19 Apr 2007 11:57:39 -0700 Subject: [Technology 947] Re: Handheld discussion day 3 In-Reply-To: References: Message-ID: Hi Gretchen, I'd direct you to the work of Dr. Lynne Anderson-Inman and Dr. Mark Horney at the University of Oregon. I'll also forward your question to them and they can give you further info. Marilyn Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: "Starks-Martin, Gretchen A. " Date: Thursday, April 19, 2007 11:21 am Subject: [Technology 942] Re: Handheld discussion day 3 To: The Technology and Literacy Discussion List > I am also interested in any published research on the effectiveness of > Inspiration to teach reading and cognitive mapping. Does anyone know? > > > > > Gretchen > > > > Dr. Gretchen Starks-Martin > > Academic Learning Center > > St. Cloud State University > > 720 Fourth Avenue South > > St. Cloud, MN 56301-4498 > > (320)308-4742 > > FAX: (320) 308-0959 > > gastarks at stcloudstate.edu > > www.stcloudstate.edu/alc/ > > > > ________________________________ > > From: technology-bounces at nifl.gov [ > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/ mailman/listinfo/technology From mcnutt at utk.edu Thu Apr 19 15:05:06 2007 From: mcnutt at utk.edu (McNutt Jr, William R) Date: Thu, 19 Apr 2007 15:05:06 -0400 Subject: [Technology 948] Re: Subject: RE: handhelds day 2 In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB83BDE86@lac-exch.lacnyc.local> Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC360379@KFSVS2.utk.tennessee.edu> I just had an experience I thought I would share with ya'll. Recently, my beloved Dell Axim X51 handheld had a stroke, and I had to replace it. I ordered a new one from dell.com and got a better screen and more memory in the new model. Adding the network capability that I use, it came to slightly more than $500.00. My wife bought a Treo smartphone that does just about everything my Axim does for less. Two weeks later, announced that they were dead-ending the Axim line. I can no longer find my brand-new handheld on the dell web site. Subsequent looking around reveals that the conventional wisdom among the technorati is that handheld computers have had their day in the sun. The smart money is betting on the smartphone, like the Blackjack and the Treo replacing the handheld for most functions. Bill McNutt ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Thursday, April 19, 2007 2:26 PM To: The Technology and Literacy Discussion List Subject: [Technology 945] Subject: RE: handhelds day 2 The following question is submitted on behalf of Mike Moyle: Marilyn, Thank you for sharing with us. Our fifth grade has used Palms for several years. They are used primarily for writing but also for math facts, organizing assignments, drawing with Sketchy, and understanding tessellations. The teachers are about to use them with paam.goknow.com Internet so the student can sync with that site when their homework is done, and the teacher can instantly see it. Our school is considering 1-to-1 technology with tablet laptop computers for grades 7-12. The teachers were each given a tablet and four days of training this summer. I'm trying to decide whether handhelds or tablets are the better way to go for Lower School. You've identified the cost factor. If that is the primary driving force, the handhelds probably are the best bet. I do worry, though, about not having access to the connectivity with the web and the ability to create through programs like PowerPoint, Movie Maker, etc. It seems that the handhelds have a very narrow focus of abilities compared to a laptop or tablet. I don't know, however, if this is a completely accurate view. I'd love to hear more about that. I was interested to read about your project with creating governments. I keep thinking that the technology is only a tool, and it's extremely important to make sure we are using it in a way that is helping students think at higher levels, make connections, and be creative. Mike Moyle Lower School Director The Principia -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Marilyn Williams Sent: Wednesday, April 18, 2007 9:19 AM To: technology at nifl.gov Subject: [Technology 936] handhelds day 2 Hi all, Thanks again for participating in the discussion today. Please send me any comments or questions as I'd love to establish a dialogue with you! As it closer to school starting and despite two full days of training, I was still feeling apprehensive about starting the Palm project. Nonetheless, students were back at school a week later and I had to be ready to go. Our first day, I introduced the fact that we had the opportunity to use the handhelds and explained that everyone would need to take home the permission form and have it back before we would begin to use the Palms. I thought this would give me a week or so of breathing room! Of course, they all came back the next day! So, taking a deep breath, we jumped in. Those first few days were a little chaotic! I did have some basic plans developed but, for the most part, we played. We experimented with different functions and sent messages to one another. We also saved our work and set up categories (or files). One of the most helpful pieces of equipment I used was a FlexCam. This is a camera that has a flexible neck that can be bent to show whatever the teacher is working on. They are often used in science classes so all the students can watch a teacher do a dissection or other experiment. This allowed me to demonstrate which buttons or icons to tap and how and where to enter information on a screen. It really was (and still is) invaluable. Our first lessons were basic how to enter information. We played with writing Graffiti, using the built in keyboard as well as the external keyboard. A fun game to use when learning Graffiti is called Giraffe. As we all became more proficient, I started using the Palms in 'real' lessons. At first, it was a stretch to think of how I would use them but as they became part of my repertoire, it was second nature. One of the earlier projects we did was on government. I divided students into groups and their task was to create a society. Each group had a set of categories to address such as school, laws, justice, economy etc. Each student worked on their section then everyone beamed their portion to each other so the entire group had everyone's work. This was a great way to keep them organized and if anyone lost their work, they could easily retrieve it. Daily, we used our Palms for silent reading responses as well as a unit on word parts. We kept a list and definitions and examples of literary terms and devices. We wrote poetry which worked great as I beamed everyone a template and instructions and then they could work independently. I know I keep mentioning beaming and I should perhaps explain this function. This allows a person to just point their Palm at another Palm, tap 'Beam' and the data is transferred from one to another. After a bit of practice we got so we could beam a piece of data to everyone in the class in the same amount of time it would take to pass out papers. I would beam to one student, they would beam to another while I got someone else started etc. It was important for us to organize the Palms in a way that they were easily accessible so I set up a series of small drawers which contained each person's Palm and keyboard. Students were responsible to make sure their Palm was charged and available and, for the most part, this worked well. If someone forgot theirs at home, they ended up having to use paper and pencil and that was usually enough deterrent that it wasn't left at home again. The biggest advantage of Palms, for me, was the way it leveled the playing field, so to speak, for all my students. I had taught some of these students since sixth grade in a resource (pull out) block and had never been able to get them interested in writing. Now that they had this tool and the example of their peers, they became much more engaged and I was so pleased with the progress they made. They felt much more positive about themselves as learners as well. Fortunately, we had a class set of Palms so everyone had access. In a setting without a class set, I might establish a 'Palm learning center' as part of a rotation. At that center, I'd probably have assignments listed and have students work in a more individual way. It certainly is more difficult to incorporate any kind of technology when students have to share. So far, we've lost only 1 handheld over 3 years! Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/l Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070419/c0ff5f8c/attachment.html From MariannF at lacnyc.org Thu Apr 19 14:43:25 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 19 Apr 2007 14:43:25 -0400 Subject: [Technology 949] Technologies for Adult Literacy Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BDE8B@lac-exch.lacnyc.local> The following message is posted on behalf of Tom Sticht: April 19, 2007 Technologies for the Adult Literacy Classroom Tom Sticht International Consultant in Adult Education Nowadays a number of adults are coming to classes to learn to read and write. There are several technologies that the teacher may use to help these pupils learn. Here are a few. 1. Chalkboards. These are more and more familiar to teachers. They are large black slates (sometimes now in green) on which teachers may write with chalk. For instance, a pupil may give his or her name and the teacher can write it on the chalkboard and show the pupil and class how to spell, write, and read the pupil's name. This can be done with lots of other words, or even sentences, too. Be sure not to stand with one's back to the class for long, as this is not interesting to the pupils. At the end of class, some of the adults may be called upon to help clean the chalkboard and erasers. This can promote friendships in the class! [NOTE: Some progressive teachers are now using different colored chalks to highlight important information.] 2. Newspaper print. Sometimes the local newspaper will have some newspaper print left on the end of a role after printing the newspaper. Teachers can ask for this newsprint paper, which comes in a large role. It can be cut up into sheets that can be taped to the walls of the classroom (not on wallpaper however!) and written upon to record the words and sentences that pupils will want to study as they walk around the room and look at the paper hanging on the walls. [NOTE: Some progressive teachers are now using different colored ink pens to highlight important information.] 3. Overhead projectors. These audio-visual tools let the teacher write on transparent film and project the writing onto a light-colored wall or movie screen. With a newer device, the Xerox machine, the teacher can make photocopies of pages of books, photos, charts and other materials and project them on the wall. This can be used to illustrate various aspects of writing and reading to pupils. [NOTE: Make certain to have one or two extra bulbs for the projector in case one burns out!] 4. Filmstrips. There are now strips of photo film that can be projected one frame at a time onto a wall or screen and the information on the film frames can be used to teach reading. The Army made extensive use of filmstrip materials in World War II and proved the usefulness of this technology in the classroom for illiterate adults. There are educational filmstrips available from supply houses so make sure your superintendent places funds in the budget to purchase both filmstrips and projectors as well as the other electronic technologies discussed below. 5. Photo novels. The Army also used photo novels to make stories starring real people that illiterate soldiers could use to learn to read. Teachers can use a Kodak to take photographs and make up these types of photo novels for classroom use. The pupils themselves may also take photographs and make their own photo novels for their own and their classmate's use. 6. Tape recorders and playback machines. Some teachers are now reading books onto audio tapes so that their adult pupils can listen to stories before trying to read them. Sometimes the pupil can listen and read at the same time to build up speed in reading while comprehension is maintained by listening to the spoken words. [NOTE: Sometimes a radio can be used in the classroom so that teachers and pupils can listen to an important broadcast and then discuss it to build knowledge of current events.] 7. Television. Cassette players are now available to let teachers play TV shows in the classroom. Indeed, there are now many educational cassettes, including those for teaching various aspects of reading, that teachers can use. Many times pupils enjoy these TV materials better than typical classroom lectures or demonstrations. 8. The 'Binocular Organizer Of Knowledge" or BOOK! I once read this amusing name for the old technology that forms the basis for teaching reading. Of course, books remain the foundation technology for teaching in our classrooms. I once read an amusing story by Isaac Asimov, the famous writer, in which he espoused the wonders of the book: Once printed it does not consume any more energy, unlike audio tapes or TV cassettes. It starts when looked at and stops when the reader looks away. It stores speech like the electronic devices, but lets the reader create his or her own internal voice or voices. It lets readers produce their own internal images. It can be produced to be carried in the hip pocket and taken to the beach, on the train or bus, and so forth to be used without fear of breaking it or producing any noise to bother others. 9. Finally, we can't forget those old reliable friends, paper and pencils! All students should get paper and pencils to be used to learn to write their names and all the other ideas that are provided in the class by the teacher and other pupils. 10. Always maintain a well-lighted classroom, with good ventilation, warm in the winter and cool in the summer. Teachers should dress conservatively, wear a smile and maintain a pleasant disposition. Be friendly, but professional, with your pupils and conduct activities to bring about a welcoming atmosphere. An occasional social activity, perhaps with refreshments such as lemonade and cookies, can help the adults, who may be shy about returning to school after a long period, to overcome what anxieties they may feel and develop a high level of class morale that can help all achieve well! Resource: Asimov, I. (1974, February). The Ancient and the Ultimate. Journal of Reading, 17, 264-271. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org From williams_ma at 4j.lane.edu Thu Apr 19 15:10:45 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Thu, 19 Apr 2007 12:10:45 -0700 Subject: [Technology 950] Re: Handheld discussion day 3 In-Reply-To: <856369.63234.qm@web83312.mail.sp1.yahoo.com> References: <856369.63234.qm@web83312.mail.sp1.yahoo.com> Message-ID: Hi Bonnie, I'm disappointed to hear of the problems you've had with your Palm. Unfortunately, I really don't know much about the different PDA type products on the market. The set I have were given to me and I had no input into their selection. When using a program such as Inspiration which can use quite a lot of screen space, I often have students switch to the outline mode where they can hide or show subtopics and details. By doing this, they can focus on one area at a time. Also, in the diagram mode, you can tell the Palm to fit the document to the screen. This will often result in a screen which shows all the bubbles but makes it impossible to read the text as it's gotten so small. When you tap on a bubble, the topic in that bubble is displayed at the top of the screen. Certainly, it's not ideal and, sometimes, a larger screen will be better and then it might be more beneficial to use a computer lab. So far, students seem to be able to work within the constraints of the program. When I said some students find writing 'painful', I was referring to the difficulty many of my students seem to have with putting their thoughts down on paper. Sometimes, it's a manipulation issue (holding a pencil correctly and staying within the lines). However, sometimes it seems to be almost an emotional issue of being unwilling or perhaps, afraid, to share their thoughts. Of course, I really don't know what's going on in my student's heads! The bottom line, for me, has been that using the Palm seems to unlock many of my students' writing capabilities and/or willingness to communicate in this way. Thanks for your insight and comments, Marilyn Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: Bonnie Odiorne Date: Thursday, April 19, 2007 11:13 am Subject: [Technology 940] Re: Handheld discussion day 3 To: The Technology and Literacy Discussion List > Hi, Marilyn, and all, > I'm visually impaired, and have been delighted to know that I can use > a Palm, because I can hold it as close to my eyes as I need to. I > never bothered to learn graffiti, since I prefer the stylus. I do have > a keyboard, but, again, have had no real reason to use it (I just use > mine as a planner and a keeper of documents I don't want to lose, to > back up my jump drive). However, I have gone through several versions > of Palms because of technological problems. One I tried to use on > another computer and it wouldn't do anything ever again. I tried > everything. One just stopped hotsynching, and another had its on/off > button break. Maybe I'm just hard on mine and these kids are way > better at this than I am, but despite the correlation laptop/handheld, > they're still not cheap, and if you're using a program as you describe > that requires a lot of screen space, I'd suspect you'd need one with a > color screen, good backlighting and resolution. I'd also like to learn > more about students > with disabilities finding it "painful" to write: could you elaborate? > Best, > Bonnie Odiorne, Writing Center Director, Post University > > > ----- Original Message ---- > From: Marilyn Williams > To: technology at nifl.gov > Sent: Thursday, April 19, 2007 10:07:53 AM > Subject: [Technology 939] Handheld discussion day 3 > > > We?ve talked a little about some of the benefits, obstacles and > outcomes of the Palm project but > I?d like to expand on some of those today. > > I?ll start with the negatives. I don?t think it?s possible to use > technology without running into > obstacles! Something always seems to freeze or crash or disappear > into Neverland! However, I > think those situations have been pretty minimal considering how much > the Palms are used. One > problem is that if a Palm loses its charge completely, the > information, and any new applications > which you installed, will be lost. The way to get around this is to > have students regularly > HotSync (upload their files to another computer) their data and then > it can be retrieved. This is > a good lesson for students and does more to remind them than telling > them over and over to be > sure to keep their Palms charged. Palms do freeze on occasion and, > again, if you haven?t backed > up data, it?s lost. Sometimes, they can be reset and the info is > still there but sometimes it?s > gone. On the plus side of that scenario, a student can easily > retrieve general information, like a > worksheet or vocabulary list, from someone else. Palms are small, > which is a benefit but they > can easily be left on a desk, on top of the locker or in a pocket. So > far, knock on wood, we?ve > always had Palms returned to us. At this point, some of our keyboards > are wearing out and have > lost some of their keys. The stylus is also easily mislaid, misplaced > or lost, as well. > > That being said, the benefits have far outweighed the obstacles, in my > opinion. Those of you > who work with students with learning disabilities have probably found > that writing can be > especially painful. I often experienced a lot of frustration on the > student?s part in trying to get > thoughts recorded. Then, after finally getting something on paper, any > revision or editing > suggestion which involved erasure or rearranging was very difficult. > I found that students were > much more willing to alter their writing when doing it in an > electronic format. It?s much easier > to copy and paste or cut and paste than it is to erase and remember > what you wanted to write. > Students also use colors to highlight places they want to reconsider > which is an effective peer > revision tool. One strategy we use a lot is to develop an outline in > Inspiration (sometimes I give > them the topics and they fill in the details and sometimes they come > up with everything on their > own) and then transfer the outline to Documents. Once in Documents, > they just write their > paragraphs from the outline that they can refer to easily. Then, they > delete the outline and > they?ve got a paragraph (or 2 or 3). Once written, their work can be > beamed and printed and > look just as good as anyone else?s. > > I think the Palms have really helped generate more equity in my > classes. Sometimes it?s a not > so academic student who is helping to figure out how to troubleshoot a > problem. Every person?s > work can be easily read and shared by others. Papers don?t become dog > eared and left on the > floor as they are all stored in the Palm. Some students, and their > parents, worry about the cost > of replacing their Palm if it?s lost or damaged. So far, we?ve only > had to deal with this once and > we had the student come in and do some kind of work for us at school. > > I hope you?ve gotten a glimpse into the potential of using these > devices in a classroom. Please > let me know if I can clarify or expand on any of the information I?ve > shared. > > Thanks! > > > Marilyn Williams > 6th Grade Language Arts/Social Studies > Kennedy Middle School > Eugene, OR > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/ mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/ mailman/listinfo/technology From danson at misericordia.edu Thu Apr 19 15:47:53 2007 From: danson at misericordia.edu (Denis Anson) Date: Thu, 19 Apr 2007 15:47:53 -0400 Subject: [Technology 951] Re: Subject: RE: handhelds day 2 In-Reply-To: <0913EC48F2B05C4FBE4878BAFCABBFEC360379@KFSVS2.utk.tennessee.edu> References: <0913EC48F2B05C4FBE4878BAFCABBFEC360379@KFSVS2.utk.tennessee.edu> Message-ID: <4627C769.1040001@misericordia.edu> I've also gone through a number of Palm devices. My experience is that they have a life expectancy of about two years, and then you need a new one. I also read a rumor that Dell may buy Palm, so your Palm will be a Dell, or something like that. I would buy a smart phone today if they didn't have those silly little keyboards using up the interface. My fingers cover about half a dozen buttons, and I don't think I could even dial one, much less type on it. For note taking on my Palm, I use a universal, full sized keyboard, which allows full speed typing. Denis Anson McNutt Jr, William R wrote: > > I just had an experience I thought I would share with ya?ll. Recently, > my beloved Dell Axim X51 handheld had a stroke, and I had to replace > it. I ordered a new one from dell.com and got a better screen and more > memory in the new model. Adding the network capability that I use, it > came to slightly more than $500.00. My wife bought a Treo smartphone > that does just about everything my Axim does for less. > > Two weeks later, announced that they were dead-ending the Axim line. I > can no longer find my brand-new handheld on the dell web site. > Subsequent looking around reveals that the conventional wisdom among > the technorati is that handheld computers have had their day in the > sun. The smart money is betting on the smartphone, like the Blackjack > and the Treo replacing the handheld for most functions. > > Bill McNutt > > ------------------------------------------------------------------------ > > *From:* technology-bounces at nifl.gov > [mailto:technology-bounces at nifl.gov] *On Behalf Of *Mariann Fedele > *Sent:* Thursday, April 19, 2007 2:26 PM > *To:* The Technology and Literacy Discussion List > *Subject:* [Technology 945] Subject: RE: handhelds day 2 > > *The following question is submitted on behalf of Mike Moyle:* > > Marilyn, > > Thank you for sharing with us. Our fifth grade has used Palms for > several years. They are used primarily for writing but also for math > facts, organizing assignments, drawing with Sketchy, and understanding > tessellations. The teachers are about to use them with paam.goknow.com > Internet so the student can sync with that site when their homework is > done, and the teacher can instantly see it. > > Our school is considering 1-to-1 technology with tablet laptop computers > for grades 7-12. The teachers were each given a tablet and four days of > training this summer. > > I'm trying to decide whether handhelds or tablets are the better way to > go for Lower School. You've identified the cost factor. If that is the > primary driving force, the handhelds probably are the best bet. I do > worry, though, about not having access to the connectivity with the web > and the ability to create through programs like PowerPoint, Movie Maker, > etc. It seems that the handhelds have a very narrow focus of abilities > compared to a laptop or tablet. I don't know, however, if this is a > completely accurate view. I'd love to hear more about that. > > I was interested to read about your project with creating governments. > I keep thinking that the technology is only a tool, and it's extremely > important to make sure we are using it in a way that is helping students > think at higher levels, make connections, and be creative. > > Mike Moyle > Lower School Director > The Principia > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Marilyn Williams > Sent: Wednesday, April 18, 2007 9:19 AM > To: technology at nifl.gov > Subject: [Technology 936] handhelds day 2 > > Hi all, > Thanks again for participating in the discussion today. Please send me > any comments or questions as I'd love to establish a dialogue with you! > > As it closer to school starting and despite two full days of training, I > was still feeling apprehensive about starting the Palm project. > Nonetheless, students were back at school a week later and I had to be > ready to go. > Our first day, I introduced the fact that we had the opportunity to use > the handhelds and explained that everyone would need to take home the > permission form and have it back before we would begin to use the Palms. > I thought this would give me a week or so of breathing room! > Of course, they all came back the next day! So, taking a deep breath, > we jumped in. > Those first few days were a little chaotic! I did have some basic plans > developed but, for the most part, we played. We experimented with > different functions and sent messages to one another. We also saved our > work and set up categories (or files). > > One of the most helpful pieces of equipment I used was a FlexCam. This > is a camera that has a flexible neck that can be bent to show whatever > the teacher is working on. They are often used in science classes so > all the students can watch a teacher do a dissection or other > experiment. > This allowed me to demonstrate which buttons or icons to tap and how and > where to enter information on a screen. It really was (and still is) > invaluable. > > Our first lessons were basic how to enter information. We played with > writing Graffiti, using the built in keyboard as well as the external > keyboard. A fun game to use when learning Graffiti is called Giraffe. > > As we all became more proficient, I started using the Palms in 'real' > lessons. At first, it was a stretch to think of how I would use them > but as they became part of my repertoire, it was second nature. One of > the earlier projects we did was on government. I divided students into > groups and their task was to create a society. Each group had a set of > categories to address such as school, laws, justice, economy etc. Each > student worked on their section then everyone beamed their portion to > each other so the entire group had everyone's work. This was a great way > to keep them organized and if anyone lost their work, they could easily > retrieve it. > > Daily, we used our Palms for silent reading responses as well as a unit > on word parts. We kept a list and definitions and examples of literary > terms and devices. We wrote poetry which worked great as I beamed > everyone a template and instructions and then they could work > independently. > I know I keep mentioning beaming and I should perhaps explain this > function. This allows a person to just point their Palm at another > Palm, tap 'Beam' and the data is transferred from one to another. After > a bit of practice we got so we could beam a piece of data to everyone in > the class in the same amount of time it would take to pass out papers. > I would beam to one student, they would beam to another while I got > someone else started etc. > > It was important for us to organize the Palms in a way that they were > easily accessible so I set up a series of small drawers which contained > each person's Palm and keyboard. Students were responsible to make sure > their Palm was charged and available and, for the most part, this worked > well. If someone forgot theirs at home, they ended up having to use > paper and pencil and that was usually enough deterrent that it wasn't > left at home again. > > The biggest advantage of Palms, for me, was the way it leveled the > playing field, so to speak, for all my students. I had taught some of > these students since sixth grade in a resource (pull > out) block and had never been able to get them interested in writing. > Now that they had this tool and the example of their peers, they became > much more engaged and I was so pleased with the progress they made. > They felt much more positive about themselves as learners as well. > > Fortunately, we had a class set of Palms so everyone had access. In a > setting without a class set, I might establish a 'Palm learning center' > as part of a rotation. At that center, I'd probably have assignments > listed and have students work in a more individual way. It certainly is > more difficult to incorporate any kind of technology when students have > to share. > > So far, we've lost only 1 handheld over 3 years! > > Marilyn Williams > 6th Grade Language Arts/Social Studies > Kennedy Middle School > Eugene, OR > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/l > > > Mariann Fedele > > Associate Director, > > NYC Regional Adult Education Network > > 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 > www.lacnyc.org > > ------------------------------------------------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From Mike.Moyle at prin.edu Thu Apr 19 15:54:30 2007 From: Mike.Moyle at prin.edu (Mike Moyle) Date: Thu, 19 Apr 2007 14:54:30 -0500 Subject: [Technology 952] Re: Subject: RE: handhelds day 2 In-Reply-To: <4627C769.1040001@misericordia.edu> References: <0913EC48F2B05C4FBE4878BAFCABBFEC360379@KFSVS2.utk.tennessee.edu> <4627C769.1040001@misericordia.edu> Message-ID: My Palm stopped syncing with my tablet computer so I switched to an HP with a Windows platform. I'm not sure how much education software is available for this PDA platform. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Denis Anson Sent: Thursday, April 19, 2007 2:48 PM To: The Technology and Literacy Discussion List Subject: [Technology 951] Re: Subject: RE: handhelds day 2 I've also gone through a number of Palm devices. My experience is that they have a life expectancy of about two years, and then you need a new one. I also read a rumor that Dell may buy Palm, so your Palm will be a Dell, or something like that. I would buy a smart phone today if they didn't have those silly little keyboards using up the interface. My fingers cover about half a dozen buttons, and I don't think I could even dial one, much less type on it. For note taking on my Palm, I use a universal, full sized keyboard, which allows full speed typing. Denis Anson McNutt Jr, William R wrote: > > I just had an experience I thought I would share with ya'll. Recently, > my beloved Dell Axim X51 handheld had a stroke, and I had to replace > it. I ordered a new one from dell.com and got a better screen and more > memory in the new model. Adding the network capability that I use, it > came to slightly more than $500.00. My wife bought a Treo smartphone > that does just about everything my Axim does for less. > > Two weeks later, announced that they were dead-ending the Axim line. I > can no longer find my brand-new handheld on the dell web site. > Subsequent looking around reveals that the conventional wisdom among > the technorati is that handheld computers have had their day in the > sun. The smart money is betting on the smartphone, like the Blackjack > and the Treo replacing the handheld for most functions. > > Bill McNutt > > ---------------------------------------------------------------------- > -- > > *From:* technology-bounces at nifl.gov > [mailto:technology-bounces at nifl.gov] *On Behalf Of *Mariann Fedele > *Sent:* Thursday, April 19, 2007 2:26 PM > *To:* The Technology and Literacy Discussion List > *Subject:* [Technology 945] Subject: RE: handhelds day 2 > > *The following question is submitted on behalf of Mike Moyle:* > > Marilyn, > > Thank you for sharing with us. Our fifth grade has used Palms for > several years. They are used primarily for writing but also for math > facts, organizing assignments, drawing with Sketchy, and understanding > tessellations. The teachers are about to use them with paam.goknow.com > Internet so the student can sync with that site when their homework is > done, and the teacher can instantly see it. > > Our school is considering 1-to-1 technology with tablet laptop > computers for grades 7-12. The teachers were each given a tablet and > four days of training this summer. > > I'm trying to decide whether handhelds or tablets are the better way > to go for Lower School. You've identified the cost factor. If that is > the primary driving force, the handhelds probably are the best bet. I > do worry, though, about not having access to the connectivity with the > web and the ability to create through programs like PowerPoint, Movie > Maker, etc. It seems that the handhelds have a very narrow focus of > abilities compared to a laptop or tablet. I don't know, however, if > this is a completely accurate view. I'd love to hear more about that. > > I was interested to read about your project with creating governments. > I keep thinking that the technology is only a tool, and it's extremely > important to make sure we are using it in a way that is helping > students think at higher levels, make connections, and be creative. > > Mike Moyle > Lower School Director > The Principia > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Marilyn Williams > Sent: Wednesday, April 18, 2007 9:19 AM > To: technology at nifl.gov > Subject: [Technology 936] handhelds day 2 > > Hi all, > Thanks again for participating in the discussion today. Please send me > any comments or questions as I'd love to establish a dialogue with you! > > As it closer to school starting and despite two full days of training, > I was still feeling apprehensive about starting the Palm project. > Nonetheless, students were back at school a week later and I had to be > ready to go. > Our first day, I introduced the fact that we had the opportunity to > use the handhelds and explained that everyone would need to take home > the permission form and have it back before we would begin to use the Palms. > I thought this would give me a week or so of breathing room! > Of course, they all came back the next day! So, taking a deep breath, > we jumped in. > Those first few days were a little chaotic! I did have some basic > plans developed but, for the most part, we played. We experimented > with different functions and sent messages to one another. We also > saved our work and set up categories (or files). > > One of the most helpful pieces of equipment I used was a FlexCam. This > is a camera that has a flexible neck that can be bent to show whatever > the teacher is working on. They are often used in science classes so > all the students can watch a teacher do a dissection or other > experiment. > This allowed me to demonstrate which buttons or icons to tap and how > and where to enter information on a screen. It really was (and still > is) invaluable. > > Our first lessons were basic how to enter information. We played with > writing Graffiti, using the built in keyboard as well as the external > keyboard. A fun game to use when learning Graffiti is called Giraffe. > > As we all became more proficient, I started using the Palms in 'real' > lessons. At first, it was a stretch to think of how I would use them > but as they became part of my repertoire, it was second nature. One of > the earlier projects we did was on government. I divided students into > groups and their task was to create a society. Each group had a set of > categories to address such as school, laws, justice, economy etc. Each > student worked on their section then everyone beamed their portion to > each other so the entire group had everyone's work. This was a great > way to keep them organized and if anyone lost their work, they could > easily retrieve it. > > Daily, we used our Palms for silent reading responses as well as a > unit on word parts. We kept a list and definitions and examples of > literary terms and devices. We wrote poetry which worked great as I > beamed everyone a template and instructions and then they could work > independently. > I know I keep mentioning beaming and I should perhaps explain this > function. This allows a person to just point their Palm at another > Palm, tap 'Beam' and the data is transferred from one to another. > After a bit of practice we got so we could beam a piece of data to > everyone in the class in the same amount of time it would take to pass out papers. > I would beam to one student, they would beam to another while I got > someone else started etc. > > It was important for us to organize the Palms in a way that they were > easily accessible so I set up a series of small drawers which > contained each person's Palm and keyboard. Students were responsible > to make sure their Palm was charged and available and, for the most > part, this worked well. If someone forgot theirs at home, they ended > up having to use paper and pencil and that was usually enough > deterrent that it wasn't left at home again. > > The biggest advantage of Palms, for me, was the way it leveled the > playing field, so to speak, for all my students. I had taught some of > these students since sixth grade in a resource (pull > out) block and had never been able to get them interested in writing. > Now that they had this tool and the example of their peers, they > became much more engaged and I was so pleased with the progress they made. > They felt much more positive about themselves as learners as well. > > Fortunately, we had a class set of Palms so everyone had access. In a > setting without a class set, I might establish a 'Palm learning center' > as part of a rotation. At that center, I'd probably have assignments > listed and have students work in a more individual way. It certainly > is more difficult to incorporate any kind of technology when students > have to share. > > So far, we've lost only 1 handheld over 3 years! > > Marilyn Williams > 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, > OR > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/l > > > Mariann Fedele > > Associate Director, > > NYC Regional Adult Education Network > > 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 www.lacnyc.org > > > ---------------------------------------------------------------------- > -- > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From williams_ma at 4j.lane.edu Thu Apr 19 15:58:31 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Thu, 19 Apr 2007 12:58:31 -0700 Subject: [Technology 953] Re: Subject: RE: handhelds day 2 In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB83BDE86@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB83BDE86@lac-exch.lacnyc.local> Message-ID: Hi Mike, It's great to hear about all you're doing with handhelds. Although the Palms I have don't have internet capability, the Tungsten e2 does have internet capability and you can do PowerPoints etc. There is video capability as well which would probably take more memory than what comes standard but I bet you could use SD cards to store that kind of data. I really don't know if a handheld would be the best tool for doing lots of media kinds of things but it would certainly be interesting to check that out. I'm in the process of experimenting with downloading podcasts to the Palms for students to get more practice with fluency and reading strategies. They'll be able to hear my voice, as well as read the text along with me (or someone) and they'll be asked to stop and think and possibly record (in a documents folder on the Palm) their observations. One other thing that might sway in favor of the Palm would be its small size and portability. I totally agree with you that technology is only a tool that, hopefully, makes learning more effective and attractive. I've really appreciated the way the handhelds encourage collaboration among students and motivates them to extend their learning. Thanks for your thoughts; I'd be interested in hearing what you decide and how your projects work out! Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: Mariann Fedele Date: Thursday, April 19, 2007 11:52 am Subject: [Technology 945] Subject: RE: handhelds day 2 To: The Technology and Literacy Discussion List > The following question is submitted on behalf of Mike Moyle: > > > > Marilyn, > > Thank you for sharing with us. Our fifth grade has used Palms for > several years. They are used primarily for writing but also for math > facts, organizing assignments, drawing with Sketchy, and understanding > tessellations. The teachers are about to use them with paam.goknow.com > Internet so the student can sync with that site when their homework is > done, and the teacher can instantly see it. > > Our school is considering 1-to-1 technology with tablet laptop computers > for grades 7-12. The teachers were each given a tablet and four days > of > training this summer. > > I'm trying to decide whether handhelds or tablets are the better way to > go for Lower School. You've identified the cost factor. If that is the > primary driving force, the handhelds probably are the best bet. I do > worry, though, about not having access to the connectivity with the web > and the ability to create through programs like PowerPoint, Movie Maker, > etc. It seems that the handhelds have a very narrow focus of abilities > compared to a laptop or tablet. I don't know, however, if this is a > completely accurate view. I'd love to hear more about that. > > I was interested to read about your project with creating governments. > I keep thinking that the technology is only a tool, and it's extremely > important to make sure we are using it in a way that is helping students > think at higher levels, make connections, and be creative. > > Mike Moyle > Lower School Director > The Principia > > -----Original Message----- > From: technology-bounces at nifl.gov [ > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/ mailman/listinfo/technology From williams_ma at 4j.lane.edu Thu Apr 19 16:47:40 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Thu, 19 Apr 2007 13:47:40 -0700 Subject: [Technology 954] Re: Technologies for Adult Literacy In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB83BDE8B@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB83BDE8B@lac-exch.lacnyc.local> Message-ID: Amazingly, many of these are still great ideas! I especially like the idea of making sure students are comfortable! Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: Mariann Fedele Date: Thursday, April 19, 2007 12:14 pm Subject: [Technology 949] Technologies for Adult Literacy To: The Technology and Literacy Discussion List > The following message is posted on behalf of Tom Sticht: > > > April 19, 2007 > > Technologies for the Adult Literacy Classroom > > Tom Sticht > International Consultant in Adult Education > > Nowadays a number of adults are coming to classes to learn to read and > write. There are several technologies that the teacher may use to help > these pupils learn. Here are a few. > > 1. Chalkboards. These are more and more familiar to teachers. They are > large > black slates (sometimes now in green) on which teachers may write with > chalk. For instance, a pupil may give his or her name and the teacher > can > write it on the chalkboard and show the pupil and class how to spell, > write, and read the pupil's name. This can be done with lots of other > words, or even sentences, too. Be sure not to stand with one's back to > the > class for long, as this is not interesting to the pupils. At the end of > class, some of the adults may be called upon to help clean the > chalkboard > and erasers. This can promote friendships in the class! [NOTE: Some > progressive teachers are now using different colored chalks to highlight > important information.] > > 2. Newspaper print. Sometimes the local newspaper will have some > newspaper > print left on the end of a role after printing the newspaper. Teachers > can > ask for this newsprint paper, which comes in a large role. It can be cut > up > into sheets that can be taped to the walls of the classroom (not on > wallpaper however!) and written upon to record the words and sentences > that > pupils will want to study as they walk around the room and look at the > paper > hanging on the walls. [NOTE: Some progressive teachers are now using > different colored ink pens to highlight important information.] > > 3. Overhead projectors. These audio-visual tools let the teacher write > on > transparent film and project the writing onto a light-colored wall or > movie > screen. With a newer device, the Xerox machine, the teacher can make > photocopies of pages of books, photos, charts and other materials and > project them on the wall. This can be used to illustrate various aspects > of > writing and reading to pupils. [NOTE: Make certain to have one or two > extra > bulbs for the projector in case one burns out!] > > 4. Filmstrips. There are now strips of photo film that can be projected > one > frame at a time onto a wall or screen and the information on the film > frames can be used to teach reading. The Army made extensive use of > filmstrip materials in World War II and proved the usefulness of this > technology in the classroom for illiterate adults. There are educational > filmstrips available from supply houses so make sure your superintendent > places funds in the budget to purchase both filmstrips and projectors > as > well as the other electronic technologies discussed below. > > 5. Photo novels. The Army also used photo novels to make stories > starring > real people that illiterate soldiers could use to learn to read. > Teachers > can use a Kodak to take photographs and make up these types of photo > novels > for classroom use. The pupils themselves may also take photographs and > make > their own photo novels for their own and their classmate's use. > > 6. Tape recorders and playback machines. Some teachers are now reading > books > onto audio tapes so that their adult pupils can listen to stories before > trying to read them. Sometimes the pupil can listen and read at the same > time to build up speed in reading while comprehension is maintained by > listening to the spoken words. [NOTE: Sometimes a radio can be used in > the > classroom so that teachers and pupils can listen to an important > broadcast > and then discuss it to build knowledge of current events.] > > 7. Television. Cassette players are now available to let teachers play > TV > shows in the classroom. Indeed, there are now many educational > cassettes, > including those for teaching various aspects of reading, that teachers > can > use. Many times pupils enjoy these TV materials better than typical > classroom lectures or demonstrations. > > 8. The 'Binocular Organizer Of Knowledge" or BOOK! I once read this > amusing > name for the old technology that forms the basis for teaching reading. > Of > course, books remain the foundation technology for teaching in our > classrooms. I once read an amusing story by Isaac Asimov, the famous > writer, in which he espoused the wonders of the book: Once printed it > does > not consume any more energy, unlike audio tapes or TV cassettes. It > starts > when looked at and stops when the reader looks away. It stores speech > like > the electronic devices, but lets the reader create his or her own > internal > voice or voices. It lets readers produce their own internal images. It > can > be produced to be carried in the hip pocket and taken to the beach, on > the > train or bus, and so forth to be used without fear of breaking it or > producing any noise to bother others. > > 9. Finally, we can't forget those old reliable friends, paper and > pencils! > All students should get paper and pencils to be used to learn to write > their names and all the other ideas that are provided in the class by > the > teacher and other pupils. > > 10. Always maintain a well-lighted classroom, with good ventilation, > warm in > the winter and cool in the summer. Teachers should dress conservatively, > wear a smile and maintain a pleasant disposition. Be friendly, but > professional, with your pupils and conduct activities to bring about a > welcoming atmosphere. An occasional social activity, perhaps with > refreshments such as lemonade and cookies, can help the adults, who may > be > shy about returning to school after a long period, to overcome what > anxieties they may feel and develop a high level of class morale that > can > help all achieve well! > > Resource: Asimov, I. (1974, February). The Ancient and the Ultimate. > Journal > of Reading, 17, 264-271. > > Thomas G. Sticht > International Consultant in Adult Education > 2062 Valley View Blvd. > El Cajon, CA 92019-2059 > Tel/fax: (619) 444-9133 > Email: tsticht at aznet.net > > > > Mariann Fedele > Associate Director, > NYC Regional Adult Education Network > 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 > www.lacnyc.org > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to From HSilver-Pacuilla at air.org Thu Apr 19 16:39:11 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Thu, 19 Apr 2007 16:39:11 -0400 Subject: [Technology 955] Re: Technology Digest, Vol 19, Issue 15 In-Reply-To: Message-ID: Marilyn, Can you elaborate on how you use colored highlighting features as a tool in peer editing? Heidi Silver-Pacuilla American Institutes for Research -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of technology-request at nifl.gov Sent: Thursday, April 19, 2007 3:14 PM To: technology at nifl.gov Subject: Technology Digest, Vol 19, Issue 15 Send Technology mailing list submissions to technology at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/technology or, via email, send a message with subject or body 'help' to technology-request at nifl.gov You can reach the person managing the list at technology-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of Technology digest..." Today's Topics: 1. [Technology 946] Re: Handheld discussion day 3 (Marilyn Williams) 2. [Technology 947] Re: Handheld discussion day 3 (Marilyn Williams) 3. [Technology 948] Re: Subject: RE: handhelds day 2 (McNutt Jr, William R) 4. [Technology 949] Technologies for Adult Literacy (Mariann Fedele) 5. [Technology 950] Re: Handheld discussion day 3 (Marilyn Williams) ---------------------------------------------------------------------- Message: 1 Date: Thu, 19 Apr 2007 11:56:21 -0700 From: Marilyn Williams Subject: [Technology 946] Re: Handheld discussion day 3 To: The Technology and Literacy Discussion List Message-ID: Content-Type: text/plain; charset=us-ascii Hi Charla, The Brainchild Study Buddy sounds really intriguing; I'm going to have to check this out! I'd certainly stronly encourage you to try out Inspiration. I love the way it gives students a way to organize their thoughts and ideas. It's basic function is as a brainstorming tool. You enter your idea and then just hit 'Rapid Fire' to keep adding your brainstorms. Then, the kids can group their ideas in categories, they can indicate relationships between the ideas and start adding details and subtopics to the ideas they want to use. Then, the students take their ideas and can write their paragraph/essay. For example, we'll do a 'vacation' topic and the students will just record absolutely everything they can think of for places they've been. Then I have them choose their top 3 and start to add details (or notes) about that place or event. When they transfer the data to a word processing document, they have 3 paragraphs practically written. The response is often something like, "You tricked us into writing an essay!" It's great because it was done in small chunks so kids didn't feel overwhelmed and it all fits together because the outline kept them focused. Sometimes, I will start off by giving them the outline and then having them fill it in. For example, if you're doing research on a country, you could give them the subtopics of economy, government, culture, education etc. As you can tell, this is just a really basic overview. The Computer Based Study Strategies (CBSS), developed through CATE at the U of O, are a series of lessons designed to use this tool to help kids with a variety of tasks (textbook notetaking, synthesizing information, vocabulary study etc.). If you send me an address, I'd be happy to get you a copy. We also have designed these for use with the Palm. Hope that helps! Marilyn Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: "Eales, Charla" Date: Thursday, April 19, 2007 11:21 am Subject: [Technology 943] Re: Handheld discussion day 3 To: The Technology and Literacy Discussion List > We use Brainchild Study Buddy in our classrooms. It seems the students > like it because it fits in their hands and looks age appropriate and > with earphones no one knows what they have in front of them. > The sales person we deal with will bring in the unit and the content > cartridges and allow the staff to look at it and see how it correlates > with the curriculum. You can view the web version and some lessons @ > www.brainchild.com. > > ________________________________ > > From: technology-bounces at nifl.gov [ > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/ mailman/listinfo/technology ------------------------------ Message: 2 Date: Thu, 19 Apr 2007 11:57:39 -0700 From: Marilyn Williams Subject: [Technology 947] Re: Handheld discussion day 3 To: The Technology and Literacy Discussion List Message-ID: Content-Type: text/plain; charset=us-ascii Hi Gretchen, I'd direct you to the work of Dr. Lynne Anderson-Inman and Dr. Mark Horney at the University of Oregon. I'll also forward your question to them and they can give you further info. Marilyn Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: "Starks-Martin, Gretchen A. " Date: Thursday, April 19, 2007 11:21 am Subject: [Technology 942] Re: Handheld discussion day 3 To: The Technology and Literacy Discussion List > I am also interested in any published research on the effectiveness of > Inspiration to teach reading and cognitive mapping. Does anyone know? > > > > > Gretchen > > > > Dr. Gretchen Starks-Martin > > Academic Learning Center > > St. Cloud State University > > 720 Fourth Avenue South > > St. Cloud, MN 56301-4498 > > (320)308-4742 > > FAX: (320) 308-0959 > > gastarks at stcloudstate.edu > > www.stcloudstate.edu/alc/ > > > > ________________________________ > > From: technology-bounces at nifl.gov [ > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/ mailman/listinfo/technology ------------------------------ Message: 3 Date: Thu, 19 Apr 2007 15:05:06 -0400 From: "McNutt Jr, William R" Subject: [Technology 948] Re: Subject: RE: handhelds day 2 To: "The Technology and Literacy Discussion List" Cc: cdurant1 at utk.edu, tkoosman at utk.edu, solveig at utk.edu, jjstephe at utk.edu, mcannady at utk.edu, rew at utk.edu, baponder at utk.edu, blong at utk.edu, arivera1 at utk.edu, "McNutt Jr, William R" , rkulesz at utk.edu Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC360379 at KFSVS2.utk.tennessee.edu> Content-Type: text/plain; charset="us-ascii" I just had an experience I thought I would share with ya'll. Recently, my beloved Dell Axim X51 handheld had a stroke, and I had to replace it. I ordered a new one from dell.com and got a better screen and more memory in the new model. Adding the network capability that I use, it came to slightly more than $500.00. My wife bought a Treo smartphone that does just about everything my Axim does for less. Two weeks later, announced that they were dead-ending the Axim line. I can no longer find my brand-new handheld on the dell web site. Subsequent looking around reveals that the conventional wisdom among the technorati is that handheld computers have had their day in the sun. The smart money is betting on the smartphone, like the Blackjack and the Treo replacing the handheld for most functions. Bill McNutt ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Thursday, April 19, 2007 2:26 PM To: The Technology and Literacy Discussion List Subject: [Technology 945] Subject: RE: handhelds day 2 The following question is submitted on behalf of Mike Moyle: Marilyn, Thank you for sharing with us. Our fifth grade has used Palms for several years. They are used primarily for writing but also for math facts, organizing assignments, drawing with Sketchy, and understanding tessellations. The teachers are about to use them with paam.goknow.com Internet so the student can sync with that site when their homework is done, and the teacher can instantly see it. Our school is considering 1-to-1 technology with tablet laptop computers for grades 7-12. The teachers were each given a tablet and four days of training this summer. I'm trying to decide whether handhelds or tablets are the better way to go for Lower School. You've identified the cost factor. If that is the primary driving force, the handhelds probably are the best bet. I do worry, though, about not having access to the connectivity with the web and the ability to create through programs like PowerPoint, Movie Maker, etc. It seems that the handhelds have a very narrow focus of abilities compared to a laptop or tablet. I don't know, however, if this is a completely accurate view. I'd love to hear more about that. I was interested to read about your project with creating governments. I keep thinking that the technology is only a tool, and it's extremely important to make sure we are using it in a way that is helping students think at higher levels, make connections, and be creative. Mike Moyle Lower School Director The Principia -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Marilyn Williams Sent: Wednesday, April 18, 2007 9:19 AM To: technology at nifl.gov Subject: [Technology 936] handhelds day 2 Hi all, Thanks again for participating in the discussion today. Please send me any comments or questions as I'd love to establish a dialogue with you! As it closer to school starting and despite two full days of training, I was still feeling apprehensive about starting the Palm project. Nonetheless, students were back at school a week later and I had to be ready to go. Our first day, I introduced the fact that we had the opportunity to use the handhelds and explained that everyone would need to take home the permission form and have it back before we would begin to use the Palms. I thought this would give me a week or so of breathing room! Of course, they all came back the next day! So, taking a deep breath, we jumped in. Those first few days were a little chaotic! I did have some basic plans developed but, for the most part, we played. We experimented with different functions and sent messages to one another. We also saved our work and set up categories (or files). One of the most helpful pieces of equipment I used was a FlexCam. This is a camera that has a flexible neck that can be bent to show whatever the teacher is working on. They are often used in science classes so all the students can watch a teacher do a dissection or other experiment. This allowed me to demonstrate which buttons or icons to tap and how and where to enter information on a screen. It really was (and still is) invaluable. Our first lessons were basic how to enter information. We played with writing Graffiti, using the built in keyboard as well as the external keyboard. A fun game to use when learning Graffiti is called Giraffe. As we all became more proficient, I started using the Palms in 'real' lessons. At first, it was a stretch to think of how I would use them but as they became part of my repertoire, it was second nature. One of the earlier projects we did was on government. I divided students into groups and their task was to create a society. Each group had a set of categories to address such as school, laws, justice, economy etc. Each student worked on their section then everyone beamed their portion to each other so the entire group had everyone's work. This was a great way to keep them organized and if anyone lost their work, they could easily retrieve it. Daily, we used our Palms for silent reading responses as well as a unit on word parts. We kept a list and definitions and examples of literary terms and devices. We wrote poetry which worked great as I beamed everyone a template and instructions and then they could work independently. I know I keep mentioning beaming and I should perhaps explain this function. This allows a person to just point their Palm at another Palm, tap 'Beam' and the data is transferred from one to another. After a bit of practice we got so we could beam a piece of data to everyone in the class in the same amount of time it would take to pass out papers. I would beam to one student, they would beam to another while I got someone else started etc. It was important for us to organize the Palms in a way that they were easily accessible so I set up a series of small drawers which contained each person's Palm and keyboard. Students were responsible to make sure their Palm was charged and available and, for the most part, this worked well. If someone forgot theirs at home, they ended up having to use paper and pencil and that was usually enough deterrent that it wasn't left at home again. The biggest advantage of Palms, for me, was the way it leveled the playing field, so to speak, for all my students. I had taught some of these students since sixth grade in a resource (pull out) block and had never been able to get them interested in writing. Now that they had this tool and the example of their peers, they became much more engaged and I was so pleased with the progress they made. They felt much more positive about themselves as learners as well. Fortunately, we had a class set of Palms so everyone had access. In a setting without a class set, I might establish a 'Palm learning center' as part of a rotation. At that center, I'd probably have assignments listed and have students work in a more individual way. It certainly is more difficult to incorporate any kind of technology when students have to share. So far, we've lost only 1 handheld over 3 years! Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/l Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070419/c0ff5f8c/a ttachment-0001.html ------------------------------ Message: 4 Date: Thu, 19 Apr 2007 14:43:25 -0400 From: "Mariann Fedele" Subject: [Technology 949] Technologies for Adult Literacy To: "The Technology and Literacy Discussion List" Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BDE8B at lac-exch.lacnyc.local> Content-Type: text/plain; charset="us-ascii" The following message is posted on behalf of Tom Sticht: April 19, 2007 Technologies for the Adult Literacy Classroom Tom Sticht International Consultant in Adult Education Nowadays a number of adults are coming to classes to learn to read and write. There are several technologies that the teacher may use to help these pupils learn. Here are a few. 1. Chalkboards. These are more and more familiar to teachers. They are large black slates (sometimes now in green) on which teachers may write with chalk. For instance, a pupil may give his or her name and the teacher can write it on the chalkboard and show the pupil and class how to spell, write, and read the pupil's name. This can be done with lots of other words, or even sentences, too. Be sure not to stand with one's back to the class for long, as this is not interesting to the pupils. At the end of class, some of the adults may be called upon to help clean the chalkboard and erasers. This can promote friendships in the class! [NOTE: Some progressive teachers are now using different colored chalks to highlight important information.] 2. Newspaper print. Sometimes the local newspaper will have some newspaper print left on the end of a role after printing the newspaper. Teachers can ask for this newsprint paper, which comes in a large role. It can be cut up into sheets that can be taped to the walls of the classroom (not on wallpaper however!) and written upon to record the words and sentences that pupils will want to study as they walk around the room and look at the paper hanging on the walls. [NOTE: Some progressive teachers are now using different colored ink pens to highlight important information.] 3. Overhead projectors. These audio-visual tools let the teacher write on transparent film and project the writing onto a light-colored wall or movie screen. With a newer device, the Xerox machine, the teacher can make photocopies of pages of books, photos, charts and other materials and project them on the wall. This can be used to illustrate various aspects of writing and reading to pupils. [NOTE: Make certain to have one or two extra bulbs for the projector in case one burns out!] 4. Filmstrips. There are now strips of photo film that can be projected one frame at a time onto a wall or screen and the information on the film frames can be used to teach reading. The Army made extensive use of filmstrip materials in World War II and proved the usefulness of this technology in the classroom for illiterate adults. There are educational filmstrips available from supply houses so make sure your superintendent places funds in the budget to purchase both filmstrips and projectors as well as the other electronic technologies discussed below. 5. Photo novels. The Army also used photo novels to make stories starring real people that illiterate soldiers could use to learn to read. Teachers can use a Kodak to take photographs and make up these types of photo novels for classroom use. The pupils themselves may also take photographs and make their own photo novels for their own and their classmate's use. 6. Tape recorders and playback machines. Some teachers are now reading books onto audio tapes so that their adult pupils can listen to stories before trying to read them. Sometimes the pupil can listen and read at the same time to build up speed in reading while comprehension is maintained by listening to the spoken words. [NOTE: Sometimes a radio can be used in the classroom so that teachers and pupils can listen to an important broadcast and then discuss it to build knowledge of current events.] 7. Television. Cassette players are now available to let teachers play TV shows in the classroom. Indeed, there are now many educational cassettes, including those for teaching various aspects of reading, that teachers can use. Many times pupils enjoy these TV materials better than typical classroom lectures or demonstrations. 8. The 'Binocular Organizer Of Knowledge" or BOOK! I once read this amusing name for the old technology that forms the basis for teaching reading. Of course, books remain the foundation technology for teaching in our classrooms. I once read an amusing story by Isaac Asimov, the famous writer, in which he espoused the wonders of the book: Once printed it does not consume any more energy, unlike audio tapes or TV cassettes. It starts when looked at and stops when the reader looks away. It stores speech like the electronic devices, but lets the reader create his or her own internal voice or voices. It lets readers produce their own internal images. It can be produced to be carried in the hip pocket and taken to the beach, on the train or bus, and so forth to be used without fear of breaking it or producing any noise to bother others. 9. Finally, we can't forget those old reliable friends, paper and pencils! All students should get paper and pencils to be used to learn to write their names and all the other ideas that are provided in the class by the teacher and other pupils. 10. Always maintain a well-lighted classroom, with good ventilation, warm in the winter and cool in the summer. Teachers should dress conservatively, wear a smile and maintain a pleasant disposition. Be friendly, but professional, with your pupils and conduct activities to bring about a welcoming atmosphere. An occasional social activity, perhaps with refreshments such as lemonade and cookies, can help the adults, who may be shy about returning to school after a long period, to overcome what anxieties they may feel and develop a high level of class morale that can help all achieve well! Resource: Asimov, I. (1974, February). The Ancient and the Ultimate. Journal of Reading, 17, 264-271. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ------------------------------ Message: 5 Date: Thu, 19 Apr 2007 12:10:45 -0700 From: Marilyn Williams Subject: [Technology 950] Re: Handheld discussion day 3 To: The Technology and Literacy Discussion List Message-ID: Content-Type: text/plain; charset=windows-1252 Hi Bonnie, I'm disappointed to hear of the problems you've had with your Palm. Unfortunately, I really don't know much about the different PDA type products on the market. The set I have were given to me and I had no input into their selection. When using a program such as Inspiration which can use quite a lot of screen space, I often have students switch to the outline mode where they can hide or show subtopics and details. By doing this, they can focus on one area at a time. Also, in the diagram mode, you can tell the Palm to fit the document to the screen. This will often result in a screen which shows all the bubbles but makes it impossible to read the text as it's gotten so small. When you tap on a bubble, the topic in that bubble is displayed at the top of the screen. Certainly, it's not ideal and, sometimes, a larger screen will be better and then it might be more beneficial to use a computer lab. So far, students seem to be able to work within the constraints of the program. When I said some students find writing 'painful', I was referring to the difficulty many of my students seem to have with putting their thoughts down on paper. Sometimes, it's a manipulation issue (holding a pencil correctly and staying within the lines). However, sometimes it seems to be almost an emotional issue of being unwilling or perhaps, afraid, to share their thoughts. Of course, I really don't know what's going on in my student's heads! The bottom line, for me, has been that using the Palm seems to unlock many of my students' writing capabilities and/or willingness to communicate in this way. Thanks for your insight and comments, Marilyn Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: Bonnie Odiorne Date: Thursday, April 19, 2007 11:13 am Subject: [Technology 940] Re: Handheld discussion day 3 To: The Technology and Literacy Discussion List > Hi, Marilyn, and all, > I'm visually impaired, and have been delighted to know that I can use > a Palm, because I can hold it as close to my eyes as I need to. I > never bothered to learn graffiti, since I prefer the stylus. I do have > a keyboard, but, again, have had no real reason to use it (I just use > mine as a planner and a keeper of documents I don't want to lose, to > back up my jump drive). However, I have gone through several versions > of Palms because of technological problems. One I tried to use on > another computer and it wouldn't do anything ever again. I tried > everything. One just stopped hotsynching, and another had its on/off > button break. Maybe I'm just hard on mine and these kids are way > better at this than I am, but despite the correlation laptop/handheld, > they're still not cheap, and if you're using a program as you describe > that requires a lot of screen space, I'd suspect you'd need one with a > color screen, good backlighting and resolution. I'd also like to learn > more about students > with disabilities finding it "painful" to write: could you elaborate? > Best, > Bonnie Odiorne, Writing Center Director, Post University > > > ----- Original Message ---- > From: Marilyn Williams > To: technology at nifl.gov > Sent: Thursday, April 19, 2007 10:07:53 AM > Subject: [Technology 939] Handheld discussion day 3 > > > We?ve talked a little about some of the benefits, obstacles and > outcomes of the Palm project but > I?d like to expand on some of those today. > > I?ll start with the negatives. I don?t think it?s possible to use > technology without running into > obstacles! Something always seems to freeze or crash or disappear > into Neverland! However, I > think those situations have been pretty minimal considering how much > the Palms are used. One > problem is that if a Palm loses its charge completely, the > information, and any new applications > which you installed, will be lost. The way to get around this is to > have students regularly > HotSync (upload their files to another computer) their data and then > it can be retrieved. This is > a good lesson for students and does more to remind them than telling > them over and over to be > sure to keep their Palms charged. Palms do freeze on occasion and, > again, if you haven?t backed > up data, it?s lost. Sometimes, they can be reset and the info is > still there but sometimes it?s > gone. On the plus side of that scenario, a student can easily > retrieve general information, like a > worksheet or vocabulary list, from someone else. Palms are small, > which is a benefit but they > can easily be left on a desk, on top of the locker or in a pocket. So > far, knock on wood, we?ve > always had Palms returned to us. At this point, some of our keyboards > are wearing out and have > lost some of their keys. The stylus is also easily mislaid, misplaced > or lost, as well. > > That being said, the benefits have far outweighed the obstacles, in my > opinion. Those of you > who work with students with learning disabilities have probably found > that writing can be > especially painful. I often experienced a lot of frustration on the > student?s part in trying to get > thoughts recorded. Then, after finally getting something on paper, any > revision or editing > suggestion which involved erasure or rearranging was very difficult. > I found that students were > much more willing to alter their writing when doing it in an > electronic format. It?s much easier > to copy and paste or cut and paste than it is to erase and remember > what you wanted to write. > Students also use colors to highlight places they want to reconsider > which is an effective peer > revision tool. One strategy we use a lot is to develop an outline in > Inspiration (sometimes I give > them the topics and they fill in the details and sometimes they come > up with everything on their > own) and then transfer the outline to Documents. Once in Documents, > they just write their > paragraphs from the outline that they can refer to easily. Then, they > delete the outline and > they?ve got a paragraph (or 2 or 3). Once written, their work can be > beamed and printed and > look just as good as anyone else?s. > > I think the Palms have really helped generate more equity in my > classes. Sometimes it?s a not > so academic student who is helping to figure out how to troubleshoot a > problem. Every person?s > work can be easily read and shared by others. Papers don?t become dog > eared and left on the > floor as they are all stored in the Palm. Some students, and their > parents, worry about the cost > of replacing their Palm if it?s lost or damaged. So far, we?ve only > had to deal with this once and > we had the student come in and do some kind of work for us at school. > > I hope you?ve gotten a glimpse into the potential of using these > devices in a classroom. Please > let me know if I can clarify or expand on any of the information I?ve > shared. > > Thanks! > > > Marilyn Williams > 6th Grade Language Arts/Social Studies > Kennedy Middle School > Eugene, OR > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/ mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/ mailman/listinfo/technology ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 19, Issue 15 ****************************************** From bjnance at gmail.com Fri Apr 20 10:20:56 2007 From: bjnance at gmail.com (barbara Nance) Date: Fri, 20 Apr 2007 15:20:56 +0100 Subject: [Technology 956] E learning In-Reply-To: <45C08ACD.BC3D.00F8.0@jsi.com> References: <012420072036.18365.45B7C339000015DB000047BD22135285730A0207040201060A@comcast.net><8C91200168E44B7-1510-B2D@WEBMAIL-MB01.sysops.aol.com> <45C08ACD.BC3D.00F8.0@jsi.com> Message-ID: <001101c78357$2caf5530$0200a8c0@OFFICE> HI there You may be interested in an e event we are having in the UK at the moment (April 19th - 21st) which is about learning platforms and how they are used in teaching and learning. You will need to register, but it is free: http://moodle.niace.org.uk/moodle-es/course/category.php?id=12 As a result of the feedback from the Learning Platforms conference 'Platforms for Success' (Nov 06) we have set up a series of e-events called Platform in Focus to provide a forum for practitioners and managers to share ideas and good practice. Each event will have a guest speaker or specific focus and will run over three days. It is planned the events will run regularly on alternate months. The April event features the TeesValley Consortium and will be held between April 19th - 21st. Would be great to see any one online! Best wishes Barbara Nance Barbara Nance Skills for Life, E-Learning and Financial Literacy Consultant Tel: 023 80 255 478 *Please note change in phone number* Mob: 078 50 694 801 From MariannF at lacnyc.org Fri Apr 20 11:01:11 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Fri, 20 Apr 2007 11:01:11 -0400 Subject: [Technology 957] Discussion on Handhelds Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BDEAC@lac-exch.lacnyc.local> Dear Technology List colleagues, On behalf of the list I would like to thank Marilyn Williams for sharing her experience and answering our questions over the past few days. Since the discussion really only picked up yesterday, Marilyn has graciously agreed to stay with us and answer any final questions today. So if you have been reading along and interested in posting a question or sharing your experience today is the day to do it! Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070420/73b40471/attachment.html From kabeall at comcast.net Fri Apr 20 12:32:47 2007 From: kabeall at comcast.net (Kaye Beall) Date: Fri, 20 Apr 2007 12:32:47 -0400 Subject: [Technology 958] Effective Transitions in Adult Education Message-ID: <002b01c78369$8b0b5950$ab8a11ac@your4105e587b6> Join us for two days of workshops on Effective Transitions in Adult Education, November 8-9, 2007 in Providence, RI. Our keynote speaker, Dr. JoAnn Crandall, will kick off the event with a discussion of transition for English language learners. For more details, SEE http://www.collegetransition.org/novconference.html Cynthia Zafft, Director National College Transition Network at World Education nctn at worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070420/525f3d84/attachment.html From MariannF at lacnyc.org Fri Apr 20 14:34:02 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Fri, 20 Apr 2007 14:34:02 -0400 Subject: [Technology 959] A challenge: Technologies for Adult Literacy Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BDED0@lac-exch.lacnyc.local> Tech list colleagues, I haven't seen any feedback on the below message that I posted on behalf of Tom Sticht. While done as a satire, I think it raises an interesting challenge for those of us exploring the uses of new technologies in the classroom. Although there was no explicit question, how would you answer Tom? Here are some questions that might form a basis for your response: 1. What do we see as the inherent benefits and value of using new technologies with our student populations to meet their learning goals? 2. What is gained or lost by engaging students in tech based mediums (web based text) and modalities (on-line distance learning) of instruction and learning opportunities versus what would be available in the traditional classroom? 3. Is there a point of diminishing returns when using technology within and for educational purposes? Looking forward to hearing your thoughts, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Thursday, April 19, 2007 2:43 PM To: The Technology and Literacy Discussion List Subject: [Technology 949] Technologies for Adult Literacy The following message is posted on behalf of Tom Sticht: April 19, 2007 Technologies for the Adult Literacy Classroom Tom Sticht International Consultant in Adult Education Nowadays a number of adults are coming to classes to learn to read and write. There are several technologies that the teacher may use to help these pupils learn. Here are a few. 1. Chalkboards. These are more and more familiar to teachers. They are large black slates (sometimes now in green) on which teachers may write with chalk. For instance, a pupil may give his or her name and the teacher can write it on the chalkboard and show the pupil and class how to spell, write, and read the pupil's name. This can be done with lots of other words, or even sentences, too. Be sure not to stand with one's back to the class for long, as this is not interesting to the pupils. At the end of class, some of the adults may be called upon to help clean the chalkboard and erasers. This can promote friendships in the class! [NOTE: Some progressive teachers are now using different colored chalks to highlight important information.] 2. Newspaper print. Sometimes the local newspaper will have some newspaper print left on the end of a role after printing the newspaper. Teachers can ask for this newsprint paper, which comes in a large role. It can be cut up into sheets that can be taped to the walls of the classroom (not on wallpaper however!) and written upon to record the words and sentences that pupils will want to study as they walk around the room and look at the paper hanging on the walls. [NOTE: Some progressive teachers are now using different colored ink pens to highlight important information.] 3. Overhead projectors. These audio-visual tools let the teacher write on transparent film and project the writing onto a light-colored wall or movie screen. With a newer device, the Xerox machine, the teacher can make photocopies of pages of books, photos, charts and other materials and project them on the wall. This can be used to illustrate various aspects of writing and reading to pupils. [NOTE: Make certain to have one or two extra bulbs for the projector in case one burns out!] 4. Filmstrips. There are now strips of photo film that can be projected one frame at a time onto a wall or screen and the information on the film frames can be used to teach reading. The Army made extensive use of filmstrip materials in World War II and proved the usefulness of this technology in the classroom for illiterate adults. There are educational filmstrips available from supply houses so make sure your superintendent places funds in the budget to purchase both filmstrips and projectors as well as the other electronic technologies discussed below. 5. Photo novels. The Army also used photo novels to make stories starring real people that illiterate soldiers could use to learn to read. Teachers can use a Kodak to take photographs and make up these types of photo novels for classroom use. The pupils themselves may also take photographs and make their own photo novels for their own and their classmate's use. 6. Tape recorders and playback machines. Some teachers are now reading books onto audio tapes so that their adult pupils can listen to stories before trying to read them. Sometimes the pupil can listen and read at the same time to build up speed in reading while comprehension is maintained by listening to the spoken words. [NOTE: Sometimes a radio can be used in the classroom so that teachers and pupils can listen to an important broadcast and then discuss it to build knowledge of current events.] 7. Television. Cassette players are now available to let teachers play TV shows in the classroom. Indeed, there are now many educational cassettes, including those for teaching various aspects of reading, that teachers can use. Many times pupils enjoy these TV materials better than typical classroom lectures or demonstrations. 8. The 'Binocular Organizer Of Knowledge" or BOOK! I once read this amusing name for the old technology that forms the basis for teaching reading. Of course, books remain the foundation technology for teaching in our classrooms. I once read an amusing story by Isaac Asimov, the famous writer, in which he espoused the wonders of the book: Once printed it does not consume any more energy, unlike audio tapes or TV cassettes. It starts when looked at and stops when the reader looks away. It stores speech like the electronic devices, but lets the reader create his or her own internal voice or voices. It lets readers produce their own internal images. It can be produced to be carried in the hip pocket and taken to the beach, on the train or bus, and so forth to be used without fear of breaking it or producing any noise to bother others. 9. Finally, we can't forget those old reliable friends, paper and pencils! All students should get paper and pencils to be used to learn to write their names and all the other ideas that are provided in the class by the teacher and other pupils. 10. Always maintain a well-lighted classroom, with good ventilation, warm in the winter and cool in the summer. Teachers should dress conservatively, wear a smile and maintain a pleasant disposition. Be friendly, but professional, with your pupils and conduct activities to bring about a welcoming atmosphere. An occasional social activity, perhaps with refreshments such as lemonade and cookies, can help the adults, who may be shy about returning to school after a long period, to overcome what anxieties they may feel and develop a high level of class morale that can help all achieve well! Resource: Asimov, I. (1974, February). The Ancient and the Ultimate. Journal of Reading, 17, 264-271. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology From MariannF at lacnyc.org Fri Apr 20 16:29:37 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Fri, 20 Apr 2007 16:29:37 -0400 Subject: [Technology 960] Re: handhelds day 2 Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BDEDD@lac-exch.lacnyc.local> This message is being posted on behalf of Kuulei Reeser: What about cell phones? They appear to have similar features to handhelds plus have internet access and are a lot more affordable and accessible to the students. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Marilyn Williams Sent: Thursday, April 19, 2007 9:59 AM To: The Technology and Literacy Discussion List Subject: [Technology 953] Re: Subject: RE: handhelds day 2 Hi Mike, It's great to hear about all you're doing with handhelds. Although the Palms I have don't have internet capability, the Tungsten e2 does have internet capability and you can do PowerPoints etc. There is video capability as well which would probably take more memory than what comes standard but I bet you could use SD cards to store that kind of data. I really don't know if a handheld would be the best tool for doing lots of media kinds of things but it would certainly be interesting to check that out. I'm in the process of experimenting with downloading podcasts to the Palms for students to get more practice with fluency and reading strategies. They'll be able to hear my voice, as well as read the text along with me (or someone) and they'll be asked to stop and think and possibly record (in a documents folder on the Palm) their observations. One other thing that might sway in favor of the Palm would be its small size and portability. I totally agree with you that technology is only a tool that, hopefully, makes learning more effective and attractive. I've really appreciated the way the handhelds encourage collaboration among students and motivates them to extend their learning. Thanks for your thoughts; I'd be interested in hearing what you decide and how your projects work out! Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: Mariann Fedele Date: Thursday, April 19, 2007 11:52 am Subject: [Technology 945] Subject: RE: handhelds day 2 To: The Technology and Literacy Discussion List > The following question is submitted on behalf of Mike Moyle: > > > > Marilyn, > > Thank you for sharing with us. Our fifth grade has used Palms for > several years. They are used primarily for writing but also for math > facts, organizing assignments, drawing with Sketchy, and understanding > tessellations. The teachers are about to use them with paam.goknow.com > Internet so the student can sync with that site when their homework is > done, and the teacher can instantly see it. > > Our school is considering 1-to-1 technology with tablet laptop computers > for grades 7-12. The teachers were each given a tablet and four days > of > training this summer. > > I'm trying to decide whether handhelds or tablets are the better way to > go for Lower School. You've identified the cost factor. If that is the > primary driving force, the handhelds probably are the best bet. I do > worry, though, about not having access to the connectivity with the web > and the ability to create through programs like PowerPoint, Movie Maker, > etc. It seems that the handhelds have a very narrow focus of abilities > compared to a laptop or tablet. I don't know, however, if this is a > completely accurate view. I'd love to hear more about that. > > I was interested to read about your project with creating governments. > I keep thinking that the technology is only a tool, and it's extremely > important to make sure we are using it in a way that is helping students > think at higher levels, make connections, and be creative. > > Mike Moyle > Lower School Director > The Principia > > -----Original Message----- > From: technology-bounces at nifl.gov [ > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/ mailman/listinfo/technology Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070420/e890c8bd/attachment.html From mariann.fedele at gmail.com Fri Apr 20 16:50:17 2007 From: mariann.fedele at gmail.com (mariann fedele) Date: Fri, 20 Apr 2007 16:50:17 -0400 Subject: [Technology 961] Re: Hanhelds day 3 Message-ID: *The following message is posted on behalf of * Paul Fletcher-McGookin I use Palms (HH) for math related enrichment/remediation all the time. "Math card" enables students to practice basic arithmetic and record their results automatically. They can complete 50 problems and show me the score the next day before erasing it. "Algebraf" and "Summing" provide excellent practice with number theory. Summing actually consumes some children - be careful. They will play it whenever they can. "Tessellation" cannot be replaced by anything when you're teaching geometry. The children can create their own tessellations from three regular shapes (square, triangle, and hexagon) as well as from an octagon/square combination. They cannot believe how incredible these flips, slides, and turns effect the patterns these shapes create. I do tell them not to overlap their original creations, as this leads to confusing tessellations. "Inspiration" is perhaps best displayed on a computer before using the HHs. Once the children know what to expect from the software, they use the software without limitations. For those not familiar with this software, it's like concept mapping. Anyone "locked" into outlining will appreciate how you can switch back and forth from one format to another. One other software program worth considering - 'Sketchy". It's a product available through GoKnow.com. I'm not aware of the cost, but I can certainly testify to the richness of its impact. Students can create "slides" and then automate them to run one after the other. We've had some incredible applications of this in science and literature where students create slides and the motion is implied as the slides follow each other. Hope this helps. ------------------------------ *From:* technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] *On Behalf Of *Tina_Luffman at yc.edu *Sent:* Thursday, April 19, 2007 11:24 AM *To:* The Technology and Literacy Discussion List *Subject:* [Technology 940] Re: Handheld discussion day 3 Hi Marilyn, Please comment about the Inspiration software program. I have a copy of this sitting in a box, and your comments make the program sound really worthwhile. Perhaps I could get this software placed on computers in our classroom for writing development for the students. Also, has anyone used Steck-Vaughn's Study Buddy handheld unit with students? These are more expensive than the Palm, and serve a different purpose. Study Buddy technology appears to be a handheld version of lessons in the five subject areas. Palms appear to be more of a writing and organizational tool. Please also let me know if anyone out there is using a Palm for Math lessons or games. Thanks, Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070420/85d915f0/attachment.html From williams_ma at 4j.lane.edu Fri Apr 20 17:39:28 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Fri, 20 Apr 2007 14:39:28 -0700 Subject: [Technology 962] Re: handhelds day 2 In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB83BDEDD@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB83BDEDD@lac-exch.lacnyc.local> Message-ID: I understand that there are sites doing some pretty creative work with cellphones. An issue would be availability (would the school purchase cellphones and a 2 year plan?) as well as uniformity (if students used their own, might be difficult to teach). I don't know if cell phones can upload/download the same kinds of applications which have been developed for computers and PDAs either. The portability of a cellphone would certainly be something to consider. Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: Mariann Fedele Date: Friday, April 20, 2007 1:40 pm Subject: [Technology 960] Re: handhelds day 2 To: The Technology and Literacy Discussion List > This message is being posted on behalf of Kuulei Reeser: > > What about cell phones? They appear to have similar features to > handhelds > plus have internet access and are a lot more affordable and accessible > to > the students. > > -----Original Message----- > From: technology-bounces at nifl.gov [ > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/ mailman/listinfo/technology From joyess1 at gmail.com Fri Apr 20 20:26:38 2007 From: joyess1 at gmail.com (Lissa probus) Date: Fri, 20 Apr 2007 20:26:38 -0400 Subject: [Technology 963] Re: handhelds day 2 In-Reply-To: References: <6E8BC13A30982C44BCD32B38FB8F5AB83BDEDD@lac-exch.lacnyc.local> Message-ID: <9c70ff110704201726k5ec811efsc401df00e52a5f5b@mail.gmail.com> The cell phone thing has my attention lately. Much of the low end of the digital divide access the web via cell. Mini-chunks? Word of the day via text? Picture word induction? Interesting. Lissa Probus IDT ODU On 4/20/07, Marilyn Williams wrote: > > I understand that there are sites doing some pretty creative work with > cellphones. An issue > would be availability (would the school purchase cellphones and a 2 year > plan?) as well as > uniformity (if students used their own, might be difficult to teach). I > don't know if cell phones > can upload/download the same kinds of applications which have been > developed for computers > and PDAs either. The portability of a cellphone would certainly be > something to consider. > > Marilyn Williams > 6th Grade Language Arts/Social Studies > Kennedy Middle School > Eugene, OR > > ----- Original Message ----- > From: Mariann Fedele > Date: Friday, April 20, 2007 1:40 pm > Subject: [Technology 960] Re: handhelds day 2 > To: The Technology and Literacy Discussion List > > > This message is being posted on behalf of Kuulei Reeser: > > > > What about cell phones? They appear to have similar features to > > handhelds > > plus have internet access and are a lot more affordable and accessible > > to > > the students. > > > > -----Original Message----- > > From: technology-bounces at nifl.gov [ > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/ > mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070420/2dba2483/attachment.html From williams_ma at 4j.lane.edu Mon Apr 23 10:39:52 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Mon, 23 Apr 2007 07:39:52 -0700 Subject: [Technology 964] Re: handhelds day 2 In-Reply-To: <9c70ff110704201726k5ec811efsc401df00e52a5f5b@mail.gmail.com> References: <6E8BC13A30982C44BCD32B38FB8F5AB83BDEDD@lac-exch.lacnyc.local> <9c70ff110704201726k5ec811efsc401df00e52a5f5b@mail.gmail.com> Message-ID: Wouldn't it be something if our students' back to school materials list one day included a cell phone! The cell phone is part of most/many student's lives already, maybe we should be looking at it as an educational tool rather than something that doesn't have a place in the classroom. Marilyn Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: Lissa probus Date: Friday, April 20, 2007 10:31 pm Subject: [Technology 963] Re: handhelds day 2 To: The Technology and Literacy Discussion List > The cell phone thing has my attention lately. Much of the low end of the > digital divide access the web via cell. Mini-chunks? Word of the day via > text? Picture word induction? > Interesting. > > Lissa Probus > IDT ODU > > On 4/20/07, Marilyn Williams wrote: > > > > I understand that there are sites doing some pretty creative work with > > cellphones. An issue > > would be availability (would the school purchase cellphones and a 2 > year > > plan?) as well as > > uniformity (if students used their own, might be difficult to > teach). I > > don't know if cell phones > > can upload/download the same kinds of applications which have been > > developed for computers > > and PDAs either. The portability of a cellphone would certainly be > > something to consider. > > > > Marilyn Williams > > 6th Grade Language Arts/Social Studies > > Kennedy Middle School > > Eugene, OR > > > > ----- Original Message ----- > > From: Mariann Fedele > > Date: Friday, April 20, 2007 1:40 pm > > Subject: [Technology 960] Re: handhelds day 2 > > To: The Technology and Literacy Discussion List > > > > > This message is being posted on behalf of Kuulei Reeser: > > > > > > What about cell phones? They appear to have similar features to > > > handhelds > > > plus have internet access and are a lot more affordable and accessible > > > to > > > the students. > > > > > > -----Original Message----- > > > From: technology-bounces at nifl.gov [ > > > ---------------------------------------------------- > > > National Institute for Literacy > > > Technology and Literacy mailing list > > > Technology at nifl.gov > > > To unsubscribe or change your subscription settings, please go to > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/ mailman/listinfo/technology From djrosen at comcast.net Mon Apr 23 12:28:02 2007 From: djrosen at comcast.net (David J. Rosen) Date: Mon, 23 Apr 2007 12:28:02 -0400 Subject: [Technology 965] M-learning through cell phones In-Reply-To: References: <6E8BC13A30982C44BCD32B38FB8F5AB83BDEDD@lac-exch.lacnyc.local> <9c70ff110704201726k5ec811efsc401df00e52a5f5b@mail.gmail.com> Message-ID: <8558A98D-2772-47BE-BD16-62C860EB917D@comcast.net> Marilyn and others, Cell phones (called mobile phones in much of the rest of the world) are being used for learning projects in classrooms (and outside) by high school students. M-Learning is also being done with young adults in the U.K., South Africa and Australia. See: http://www.m-learning.org/ This is a web site in the U.K. devoted to m-learning, and it describes a multi-year project focused on basic skills learning for school dropouts aged 16-24. Handhelds, especially mobile phones, are ubiquitous in youth culture in developed, as well as in many areas of developing countries. They are as comfortable to young people as pencils and pens. They also allow access from a wide variety of places, and at any time. The instruction is designed in game format, using appealing graphics, and with content of interest to young adults. The youth involved in the three-year project, from 2001- 2004, were not enrolled in any education or training and were unemployed, underemployed, or even homeless. The m-learning infrastructure includes a Learning Management System and a "microportal interface" which together enable access to m-learning materials and services from a variety of mobile devices plus web and TV access. On the web site, look at the interactive demos and the video clips (right sidebar menu) . Notice that some of the m-learning projects involved "embedded" contextualized workplace learning http://www.m- learning.org/projects.shtml . Two other examples of Mobile Learning: 1. ACT (college) entrance test preparation ($20) http://www.handmark.com/products/detail.php?id=402 2. News by phone, for example ABE News http://abcnews.go.com/Technology/Wireless/ , or CNN toGO http://www.cnn.com/togo/ Mobile learning (M-learning) is also called HDUL (handheld devices for ubiquitous learning, pronounced "huddle" I guess). You can read some research on it at: http://gseacademic.harvard.edu/~hdul/ You'll find a pretty good bibliography of (mostly online) resources on m-learning at http://www3.telus.net/~kdeanna/mlearning/related% 20links.htm Here's an example of a project for low-literate ESOL students that someone could try: Using a cell phone camera, an ESOL student project might be to build a picture dictionary of their own. Students photograph objects they want to know the English word for (the cell phone is a handy way to do that just when they discover they don't know the word) and then send the photo to a Web page. Later they -- or other students -- look up the English word for the picture and add it beneath the picture, possibly with a short audio file in which the word is pronounced. Perhaps a creative teacher on this list has already done such a project and you could send us the URL. Is anyone on the technology discussion list doing M-learning with adults or out-of-school youth? I have added a page about mobile learning (m-learning, i.e. learning delivered to cell phones or PDAs) to The Literacy List at: http://www.newsomeassociates.com (scroll to the bottom, select "publications", then "The Literacy list," then "mobile learning") or http://www.alri.org/literacylist.html http://alri.org/litlist/mlearning.html Anyone, please let me know if you have suggestions of other resources which should be included on the m-learning page (or any other page) of The Literacy List. David J. Rosen djrosen at comcast.net On Apr 23, 2007, at 10:39 AM, Marilyn Williams wrote: > Wouldn't it be something if our students' back to school materials > list one day included a cell > phone! The cell phone is part of most/many student's lives already, > maybe we should be looking > at it as an educational tool rather than something that doesn't > have a place in the classroom. > > Marilyn > > Marilyn Williams > 6th Grade Language Arts/Social Studies > Kennedy Middle School > Eugene, OR > > ----- Original Message ----- > From: Lissa probus > Date: Friday, April 20, 2007 10:31 pm > Subject: [Technology 963] Re: handhelds day 2 > To: The Technology and Literacy Discussion List > >> The cell phone thing has my attention lately. Much of the low end >> of the >> digital divide access the web via cell. Mini-chunks? Word of the >> day via >> text? Picture word induction? >> Interesting. >> >> Lissa Probus >> IDT ODU >> >> On 4/20/07, Marilyn Williams wrote: >>> >>> I understand that there are sites doing some pretty creative work >>> with >>> cellphones. An issue >>> would be availability (would the school purchase cellphones and a 2 >> year >>> plan?) as well as >>> uniformity (if students used their own, might be difficult to >> teach). I >>> don't know if cell phones >>> can upload/download the same kinds of applications which have been >>> developed for computers >>> and PDAs either. The portability of a cellphone would certainly be >>> something to consider. >>> >>> Marilyn Williams >>> 6th Grade Language Arts/Social Studies >>> Kennedy Middle School >>> Eugene, OR >>> >>> ----- Original Message ----- >>> From: Mariann Fedele >>> Date: Friday, April 20, 2007 1:40 pm >>> Subject: [Technology 960] Re: handhelds day 2 >>> To: The Technology and Literacy Discussion List >>> >>> >>>> This message is being posted on behalf of Kuulei Reeser: >>>> >>>> What about cell phones? They appear to have similar features to >>>> handhelds >>>> plus have internet access and are a lot more affordable and >>>> accessible >>>> to >>>> the students. >>>> >>>> -----Original Message----- >>>> From: technology-bounces at nifl.gov [ >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Technology and Literacy mailing list >>>> Technology at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/ > mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net From joyess1 at gmail.com Mon Apr 23 12:42:36 2007 From: joyess1 at gmail.com (Lissa probus) Date: Mon, 23 Apr 2007 12:42:36 -0400 Subject: [Technology 966] Re: handhelds day 2 In-Reply-To: References: <6E8BC13A30982C44BCD32B38FB8F5AB83BDEDD@lac-exch.lacnyc.local> <9c70ff110704201726k5ec811efsc401df00e52a5f5b@mail.gmail.com> Message-ID: <9c70ff110704230942k640cdd86h1be38b615826512c@mail.gmail.com> What about reaching the adult learners who have cell phones? Word of the day, practice, etc. Who designs cell phone games? On 4/23/07, Marilyn Williams wrote: > > Wouldn't it be something if our students' back to school materials list > one day included a cell > phone! The cell phone is part of most/many student's lives already, maybe > we should be looking > at it as an educational tool rather than something that doesn't have a > place in the classroom. > > Marilyn > > Marilyn Williams > 6th Grade Language Arts/Social Studies > Kennedy Middle School > Eugene, OR > > ----- Original Message ----- > From: Lissa probus > Date: Friday, April 20, 2007 10:31 pm > Subject: [Technology 963] Re: handhelds day 2 > To: The Technology and Literacy Discussion List > > > The cell phone thing has my attention lately. Much of the low end of the > > digital divide access the web via cell. Mini-chunks? Word of the day via > > text? Picture word induction? > > Interesting. > > > > Lissa Probus > > IDT ODU > > > > On 4/20/07, Marilyn Williams wrote: > > > > > > I understand that there are sites doing some pretty creative work with > > > cellphones. An issue > > > would be availability (would the school purchase cellphones and a 2 > > year > > > plan?) as well as > > > uniformity (if students used their own, might be difficult to > > teach). I > > > don't know if cell phones > > > can upload/download the same kinds of applications which have been > > > developed for computers > > > and PDAs either. The portability of a cellphone would certainly be > > > something to consider. > > > > > > Marilyn Williams > > > 6th Grade Language Arts/Social Studies > > > Kennedy Middle School > > > Eugene, OR > > > > > > ----- Original Message ----- > > > From: Mariann Fedele > > > Date: Friday, April 20, 2007 1:40 pm > > > Subject: [Technology 960] Re: handhelds day 2 > > > To: The Technology and Literacy Discussion List > > > > > > > This message is being posted on behalf of Kuulei Reeser: > > > > > > > > What about cell phones? They appear to have similar features to > > > > handhelds > > > > plus have internet access and are a lot more affordable and > accessible > > > > to > > > > the students. > > > > > > > > -----Original Message----- > > > > From: technology-bounces at nifl.gov [ > > > > ---------------------------------------------------- > > > > National Institute for Literacy > > > > Technology and Literacy mailing list > > > > Technology at nifl.gov > > > > To unsubscribe or change your subscription settings, please go to > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/ > mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070423/3a87b658/attachment.html From dlmsmith at sbcglobal.net Mon Apr 23 15:35:04 2007 From: dlmsmith at sbcglobal.net (Debra Smith) Date: Mon, 23 Apr 2007 14:35:04 -0500 Subject: [Technology 967] Re: M-learning through cell phones In-Reply-To: <8558A98D-2772-47BE-BD16-62C860EB917D@comcast.net> References: <6E8BC13A30982C44BCD32B38FB8F5AB83BDEDD@lac-exch.lacnyc.local> <9c70ff110704201726k5ec811efsc401df00e52a5f5b@mail.gmail.com> <8558A98D-2772-47BE-BD16-62C860EB917D@comcast.net> Message-ID: In beginning ESL for adults, I have used the 'record' feature on students' mobile phones to individualize instruction, recording short sound files to let students listen outside of class to something they were having difficulty mastering, and I have used mobiles in class to have students practice model telephone dialogues with a tutor (My child will be absent from school today; What time does the store close? etc.). It's enough harder to talk without seeing a face, and sound is enough less clear on a phone than in person, that the exercise seemed worthwhile. Debra Morris Smith On 4/23/07, David J. Rosen wrote: > > Marilyn and others, > > Cell phones (called mobile phones in much of the rest of the world) > are being used for learning projects in classrooms (and outside) by > high school students. M-Learning is also being done with young > adults in the U.K., South Africa and Australia. See: > > http://www.m-learning.org/ > > This is a web site in the U.K. devoted to m-learning, and it > describes a multi-year project focused on basic skills learning for > school dropouts aged 16-24. Handhelds, especially mobile phones, are > ubiquitous in youth culture in developed, as well as in many areas of > developing countries. They are as comfortable to young people as > pencils and pens. They also allow access from a wide variety of > places, and at any time. The instruction is designed in game format, > using appealing graphics, and with content of interest to young > adults. The youth involved in the three-year project, from 2001- > 2004, were not enrolled in any education or training and were > unemployed, underemployed, or even homeless. The m-learning > infrastructure includes a Learning Management System and a > "microportal interface" which together enable access to m-learning > materials and services from a variety of mobile devices plus web and > TV access. > > On the web site, look at the interactive demos and the video clips > (right sidebar menu) . Notice that some of the m-learning projects > involved "embedded" contextualized workplace learning http://www.m- > learning.org/projects.shtml . > > Two other examples of Mobile Learning: > > 1. ACT (college) entrance test preparation ($20) > http://www.handmark.com/products/detail.php?id=402 > > 2. News by phone, for example ABE News > http://abcnews.go.com/Technology/Wireless/ , or > CNN toGO http://www.cnn.com/togo/ > > Mobile learning (M-learning) is also called HDUL (handheld devices > for ubiquitous learning, pronounced "huddle" I guess). You can read > some research on it at: http://gseacademic.harvard.edu/~hdul/ > > You'll find a pretty good bibliography of (mostly online) resources > on m-learning at http://www3.telus.net/~kdeanna/mlearning/related% > 20links.htm > > Here's an example of a project for low-literate ESOL students that > someone could try: > > Using a cell phone camera, an ESOL student project might be to build > a picture dictionary of their own. Students photograph objects they > want to know the English word for (the cell phone is a handy way to > do that just when they discover they don't know the word) and then > send the photo to a Web page. Later they -- or other students -- > look up the English word for the picture and add it beneath the > picture, possibly with a short audio file in which the word is > pronounced. Perhaps a creative teacher on this list has already done > such a project and you could send us the URL. > > Is anyone on the technology discussion list doing M-learning with > adults or out-of-school youth? > I have added a page about mobile learning (m-learning, i.e. learning > delivered to cell phones or PDAs) to The Literacy List at: > > http://www.newsomeassociates.com (scroll to the bottom, select > "publications", then "The Literacy list," then "mobile learning") > > or > > http://www.alri.org/literacylist.html > > http://alri.org/litlist/mlearning.html > > Anyone, please let me know if you have suggestions of other resources > which should be included on the m-learning page (or any other page) > of The Literacy List. > > David J. Rosen > djrosen at comcast.net > > > On Apr 23, 2007, at 10:39 AM, Marilyn Williams wrote: > > > Wouldn't it be something if our students' back to school materials > > list one day included a cell > > phone! The cell phone is part of most/many student's lives already, > > maybe we should be looking > > at it as an educational tool rather than something that doesn't > > have a place in the classroom. > > > > Marilyn > > > > Marilyn Williams > > 6th Grade Language Arts/Social Studies > > Kennedy Middle School > > Eugene, OR > > > > ----- Original Message ----- > > From: Lissa probus > > Date: Friday, April 20, 2007 10:31 pm > > Subject: [Technology 963] Re: handhelds day 2 > > To: The Technology and Literacy Discussion List > > > >> The cell phone thing has my attention lately. Much of the low end > >> of the > >> digital divide access the web via cell. Mini-chunks? Word of the > >> day via > >> text? Picture word induction? > >> Interesting. > >> > >> Lissa Probus > >> IDT ODU > >> > >> On 4/20/07, Marilyn Williams wrote: > >>> > >>> I understand that there are sites doing some pretty creative work > >>> with > >>> cellphones. An issue > >>> would be availability (would the school purchase cellphones and a 2 > >> year > >>> plan?) as well as > >>> uniformity (if students used their own, might be difficult to > >> teach). I > >>> don't know if cell phones > >>> can upload/download the same kinds of applications which have been > >>> developed for computers > >>> and PDAs either. The portability of a cellphone would certainly be > >>> something to consider. > >>> > >>> Marilyn Williams > >>> 6th Grade Language Arts/Social Studies > >>> Kennedy Middle School > >>> Eugene, OR > >>> > >>> ----- Original Message ----- > >>> From: Mariann Fedele > >>> Date: Friday, April 20, 2007 1:40 pm > >>> Subject: [Technology 960] Re: handhelds day 2 > >>> To: The Technology and Literacy Discussion List > >>> > >>> > >>>> This message is being posted on behalf of Kuulei Reeser: > >>>> > >>>> What about cell phones? They appear to have similar features to > >>>> handhelds > >>>> plus have internet access and are a lot more affordable and > >>>> accessible > >>>> to > >>>> the students. > >>>> > >>>> -----Original Message----- > >>>> From: technology-bounces at nifl.gov [ > >>>> ---------------------------------------------------- > >>>> National Institute for Literacy > >>>> Technology and Literacy mailing list > >>>> Technology at nifl.gov > >>>> To unsubscribe or change your subscription settings, please go to > >>> > >> ---------------------------------------------------- > >> National Institute for Literacy > >> Technology and Literacy mailing list > >> Technology at nifl.gov > >> To unsubscribe or change your subscription settings, please go to > >> http://www.nifl.gov/ > > mailman/listinfo/technology > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070423/0535ea09/attachment.html From williams_ma at 4j.lane.edu Mon Apr 23 19:33:26 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Mon, 23 Apr 2007 16:33:26 -0700 Subject: [Technology 968] Re: Technology Digest, Vol 19, Issue 15 In-Reply-To: References: Message-ID: Hi Heidi, Sorry for taking so long to get back to you! When I have students write in their document program, I'll often have them use to color to write elements like topic sentence in green, detail sentences are yellow and the conclusion is red. It helps them see whether they've actually included everything they need to. Also, when we're working on grammar, I might have them write nouns in blue, verbs in green, adverbs in yellow and adjectives in orange, for example. When doing literary elements, they might write the metaphors in a certain color and similes in another. They also use color when doing peer editing as a way to draw their peer's attention to a word they may have misspelled or a sentence that doesn't make sense or missing capitalization or punctuation. Hope that helps! Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: "Silver-Pacuilla, Heidi" Date: Thursday, April 19, 2007 5:01 pm Subject: [Technology 955] Re: Technology Digest, Vol 19, Issue 15 To: technology at nifl.gov > Marilyn, Can you elaborate on how you use colored highlighting features > as a tool in peer editing? > > > Heidi Silver-Pacuilla > American Institutes for Research > > -----Original Message----- > From: technology-bounces at nifl.gov [ From ESnay at qcc.mass.edu Tue Apr 24 11:23:04 2007 From: ESnay at qcc.mass.edu (Eunice Snay) Date: Tue, 24 Apr 2007 11:23:04 -0400 Subject: [Technology 969] Re: M-learning through cell phones In-Reply-To: Message-ID: <7D243C93CC45DC47BD40B11C9D073BA902838FD7@HOBBES.campus.qcc.edu> David: Do you know how the phone cost involved are paid? Does it come out of the individuals plan? Does the program support the student use of this technology in any way? This seems to me to be the stumbling block for use. Does IPod fall under this category? Especially the Video IPod that has similar functionality. This whole group of technologies fall under what I consider "what do student already have and use". So the student's doesn't need to learn the technology again, their already using it. Why not make use of what they have for education. I think teachers are in the same category, in that they use these technologies themselves and it's a technology they don't need to learn to use again. But we need idea's like these for the teachers to think broadly for uses in their classes. I recently was asked by a teacher that I met on the street, "How do I text Message". She had the need at that moment, it turned into a real learning opportunity. I like the example you used below especially becasue it's for the low level learner. Teachers tend to discount using technologies with this group of students. Though just the opposite should be thought of for this population becasue technologies can assist them with their learning. Eunice Snay Regional Technologist for Central SABES 508-854-4514 esnay at qcc.mass.edu -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Debra Smith Sent: Monday, April 23, 2007 3:35 PM To: The Technology and Literacy Discussion List Subject: [Technology 967] Re: M-learning through cell phones In beginning ESL for adults, I have used the 'record' feature on students' mobile phones to individualize instruction, recording short sound files to let students listen outside of class to something they were having difficulty mastering, and I have used mobiles in class to have students practice model telephone dialogues with a tutor (My child will be absent from school today; What time does the store close? etc.). It's enough harder to talk without seeing a face, and sound is enough less clear on a phone than in person, that the exercise seemed worthwhile. Debra Morris Smith On 4/23/07, David J. Rosen wrote: Marilyn and others, Cell phones (called mobile phones in much of the rest of the world) are being used for learning projects in classrooms (and outside) by high school students. M-Learning is also being done with young adults in the U.K., South Africa and Australia. See: http://www.m-learning.org/ This is a web site in the U.K. devoted to m-learning, and it describes a multi-year project focused on basic skills learning for school dropouts aged 16-24. Handhelds, especially mobile phones, are ubiquitous in youth culture in developed, as well as in many areas of developing countries. They are as comfortable to young people as pencils and pens. They also allow access from a wide variety of places, and at any time. The instruction is designed in game format, using appealing graphics, and with content of interest to young adults. The youth involved in the three-year project, from 2001- 2004, were not enrolled in any education or training and were unemployed, underemployed, or even homeless. The m-learning infrastructure includes a Learning Management System and a "microportal interface" which together enable access to m-learning materials and services from a variety of mobile devices plus web and TV access. On the web site, look at the interactive demos and the video clips (right sidebar menu) . Notice that some of the m-learning projects involved "embedded" contextualized workplace learning http://www.m- learning.org/projects.shtml . Two other examples of Mobile Learning: 1. ACT (college) entrance test preparation ($20) http://www.handmark.com/products/detail.php?id=402 2. News by phone, for example ABE News http://abcnews.go.com/Technology/Wireless/ , or CNN toGO http://www.cnn.com/togo/ Mobile learning (M-learning) is also called HDUL (handheld devices for ubiquitous learning, pronounced "huddle" I guess). You can read some research on it at: http://gseacademic.harvard.edu/~hdul/ You'll find a pretty good bibliography of (mostly online) resources on m-learning at http://www3.telus.net/~kdeanna/mlearning/related% 20links.htm Here's an example of a project for low-literate ESOL students that someone could try: Using a cell phone camera, an ESOL student project might be to build a picture dictionary of their own. Students photograph objects they want to know the English word for (the cell phone is a handy way to do that just when they discover they don't know the word) and then send the photo to a Web page. Later they -- or other students -- look up the English word for the picture and add it beneath the picture, possibly with a short audio file in which the word is pronounced. Perhaps a creative teacher on this list has already done such a project and you could send us the URL. Is anyone on the technology discussion list doing M-learning with adults or out-of-school youth? I have added a page about mobile learning (m-learning, i.e. learning delivered to cell phones or PDAs) to The Literacy List at: http://www.newsomeassociates.com (scroll to the bottom, select "publications", then "The Literacy list," then "mobile learning") or http://www.alri.org/literacylist.html http://alri.org/litlist/mlearning.html Anyone, please let me know if you have suggestions of other resources which should be included on the m-learning page (or any other page) of The Literacy List. David J. Rosen djrosen at comcast.net On Apr 23, 2007, at 10:39 AM, Marilyn Williams wrote: > Wouldn't it be something if our students' back to school materials > list one day included a cell > phone! The cell phone is part of most/many student's lives already, > maybe we should be looking > at it as an educational tool rather than something that doesn't > have a place in the classroom. > > Marilyn > > Marilyn Williams > 6th Grade Language Arts/Social Studies > Kennedy Middle School > Eugene, OR > > ----- Original Message ----- > From: Lissa probus > Date: Friday, April 20, 2007 10:31 pm > Subject: [Technology 963] Re: handhelds day 2 > To: The Technology and Literacy Discussion List < technology at nifl.gov> > >> The cell phone thing has my attention lately. Much of the low end >> of the >> digital divide access the web via cell. Mini-chunks? Word of the >> day via >> text? Picture word induction? >> Interesting. >> >> Lissa Probus >> IDT ODU >> >> On 4/20/07, Marilyn Williams < williams_ma at 4j.lane.edu > wrote: >>> >>> I understand that there are sites doing some pretty creative work >>> with >>> cellphones. An issue >>> would be availability (would the school purchase cellphones and a 2 >> year >>> plan?) as well as >>> uniformity (if students used their own, might be difficult to >> teach). I >>> don't know if cell phones >>> can upload/download the same kinds of applications which have been >>> developed for computers >>> and PDAs either. The portability of a cellphone would certainly be >>> something to consider. >>> >>> Marilyn Williams >>> 6th Grade Language Arts/Social Studies >>> Kennedy Middle School >>> Eugene, OR >>> >>> ----- Original Message ----- >>> From: Mariann Fedele >>> Date: Friday, April 20, 2007 1:40 pm >>> Subject: [Technology 960] Re: handhelds day 2 >>> To: The Technology and Literacy Discussion List >>> < technology at nifl.gov > >>> >>>> This message is being posted on behalf of Kuulei Reeser: >>>> >>>> What about cell phones? They appear to have similar features to >>>> handhelds >>>> plus have internet access and are a lot more affordable and >>>> accessible >>>> to >>>> the students. >>>> >>>> -----Original Message----- >>>> From: technology-bounces at nifl.gov [ >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Technology and Literacy mailing list >>>> Technology at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/ > mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070424/7f4bb08c/attachment.html From ESnay at qcc.mass.edu Tue Apr 24 11:31:42 2007 From: ESnay at qcc.mass.edu (Eunice Snay) Date: Tue, 24 Apr 2007 11:31:42 -0400 Subject: [Technology 970] FW: Re: M-learning through cell phones Message-ID: <7D243C93CC45DC47BD40B11C9D073BA902838FD8@HOBBES.campus.qcc.edu> David: Last summer SABES held a Summer Technology Institute: In light of the discussion below I think some of the materials that I pulled together might be added to your list of resources. ? WebCast or Video Clips - o http://video.google.com - Interview with Mr. Rogers: http://video.google.com/videoplay?docid=4033614136323072830&q=mr+rogers&hl=en o MSN Video - http://video.msn.com/v/us/v.htm ? Podcasting - ? Classroom Audio Podcasting - http://www.wtvi.com/TEKS/05_06_articles/classroom-audio-podcasting.html ? PodCast Directory - http://www.podcast.net/ ? Car Talk - http://www.cartalk.com/Radio/Show/online.html ? NPR's - Fresh Air Archives - http://www.npr.org/templates/calendar/ ? PodCast Bunker - http://www.podcastbunker.com/ ? PodCast411 - http://www.podcast411.com/ ? ESL Pod; includes learning guide [for price] http://www.eslpod.com/website/index.php ? Cell Phones: What Can You Learn From A Cell Phone? Marc Prensk Another version of above: http://www.ravewireless.com/index.php?option=com_content&task=view&id=44&Itemid=23 1. Voice Only ? Languages ? Short Stories ? Public Speaking ? History ? Literature 2. Graphic Display 3. Download Programs ? Go TEST Go http://www.gotestgo.com/ 4. Internet Browser 5. Digital Camera 6. Short Messaging Services [SMS] http://www.google.com/sms/ ? Residential Phone book ? Driving Directions ? Definitions ? Online Art - A picture is worth a 1000 words! o Fine Art Museum of San Francisco- www.Thinker.org o National Archives - Teaching with Documents http://www.archives.gov/education/lessons/ o Clip Art - http://classroomclipart.com/ o Google Images - http://www.google.com/imghp?hl=en&tab=wi&q= o Education World clipart resources - http://db.education-world.com/perl/browse?cat_id=1141 o Windows Print Screen feature - http://www.seoconsultants.com/windows/print-screen/ Eunice Snay Regional Technologist for Central SABES 508-854-4514 esnay at qcc.mass.edu -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Debra Smith Sent: Monday, April 23, 2007 3:35 PM To: The Technology and Literacy Discussion List Subject: [Technology 967] Re: M-learning through cell phones In beginning ESL for adults, I have used the 'record' feature on students' mobile phones to individualize instruction, recording short sound files to let students listen outside of class to something they were having difficulty mastering, and I have used mobiles in class to have students practice model telephone dialogues with a tutor (My child will be absent from school today; What time does the store close? etc.). It's enough harder to talk without seeing a face, and sound is enough less clear on a phone than in person, that the exercise seemed worthwhile. Debra Morris Smith On 4/23/07, David J. Rosen wrote: Marilyn and others, Cell phones (called mobile phones in much of the rest of the world) are being used for learning projects in classrooms (and outside) by high school students. M-Learning is also being done with young adults in the U.K., South Africa and Australia. See: http://www.m-learning.org/ This is a web site in the U.K. devoted to m-learning, and it describes a multi-year project focused on basic skills learning for school dropouts aged 16-24. Handhelds, especially mobile phones, are ubiquitous in youth culture in developed, as well as in many areas of developing countries. They are as comfortable to young people as pencils and pens. They also allow access from a wide variety of places, and at any time. The instruction is designed in game format, using appealing graphics, and with content of interest to young adults. The youth involved in the three-year project, from 2001- 2004, were not enrolled in any education or training and were unemployed, underemployed, or even homeless. The m-learning infrastructure includes a Learning Management System and a "microportal interface" which together enable access to m-learning materials and services from a variety of mobile devices plus web and TV access. On the web site, look at the interactive demos and the video clips (right sidebar menu) . Notice that some of the m-learning projects involved "embedded" contextualized workplace learning http://www.m- learning.org/projects.shtml . Two other examples of Mobile Learning: 1. ACT (college) entrance test preparation ($20) http://www.handmark.com/products/detail.php?id=402 2. News by phone, for example ABE News http://abcnews.go.com/Technology/Wireless/ , or CNN toGO http://www.cnn.com/togo/ Mobile learning (M-learning) is also called HDUL (handheld devices for ubiquitous learning, pronounced "huddle" I guess). You can read some research on it at: http://gseacademic.harvard.edu/~hdul/ You'll find a pretty good bibliography of (mostly online) resources on m-learning at http://www3.telus.net/~kdeanna/mlearning/related% 20links.htm Here's an example of a project for low-literate ESOL students that someone could try: Using a cell phone camera, an ESOL student project might be to build a picture dictionary of their own. Students photograph objects they want to know the English word for (the cell phone is a handy way to do that just when they discover they don't know the word) and then send the photo to a Web page. Later they -- or other students -- look up the English word for the picture and add it beneath the picture, possibly with a short audio file in which the word is pronounced. Perhaps a creative teacher on this list has already done such a project and you could send us the URL. Is anyone on the technology discussion list doing M-learning with adults or out-of-school youth? I have added a page about mobile learning (m-learning, i.e. learning delivered to cell phones or PDAs) to The Literacy List at: http://www.newsomeassociates.com (scroll to the bottom, select "publications", then "The Literacy list," then "mobile learning") or http://www.alri.org/literacylist.html http://alri.org/litlist/mlearning.html Anyone, please let me know if you have suggestions of other resources which should be included on the m-learning page (or any other page) of The Literacy List. David J. Rosen djrosen at comcast.net On Apr 23, 2007, at 10:39 AM, Marilyn Williams wrote: > Wouldn't it be something if our students' back to school materials > list one day included a cell > phone! The cell phone is part of most/many student's lives already, > maybe we should be looking > at it as an educational tool rather than something that doesn't > have a place in the classroom. > > Marilyn > > Marilyn Williams > 6th Grade Language Arts/Social Studies > Kennedy Middle School > Eugene, OR > > ----- Original Message ----- > From: Lissa probus > Date: Friday, April 20, 2007 10:31 pm > Subject: [Technology 963] Re: handhelds day 2 > To: The Technology and Literacy Discussion List < technology at nifl.gov> > >> The cell phone thing has my attention lately. Much of the low end >> of the >> digital divide access the web via cell. Mini-chunks? Word of the >> day via >> text? Picture word induction? >> Interesting. >> >> Lissa Probus >> IDT ODU >> >> On 4/20/07, Marilyn Williams < williams_ma at 4j.lane.edu > wrote: >>> >>> I understand that there are sites doing some pretty creative work >>> with >>> cellphones. An issue >>> would be availability (would the school purchase cellphones and a 2 >> year >>> plan?) as well as >>> uniformity (if students used their own, might be difficult to >> teach). I >>> don't know if cell phones >>> can upload/download the same kinds of applications which have been >>> developed for computers >>> and PDAs either. The portability of a cellphone would certainly be >>> something to consider. >>> >>> Marilyn Williams >>> 6th Grade Language Arts/Social Studies >>> Kennedy Middle School >>> Eugene, OR >>> >>> ----- Original Message ----- >>> From: Mariann Fedele >>> Date: Friday, April 20, 2007 1:40 pm >>> Subject: [Technology 960] Re: handhelds day 2 >>> To: The Technology and Literacy Discussion List >>> < technology at nifl.gov > >>> >>>> This message is being posted on behalf of Kuulei Reeser: >>>> >>>> What about cell phones? They appear to have similar features to >>>> handhelds >>>> plus have internet access and are a lot more affordable and >>>> accessible >>>> to >>>> the students. >>>> >>>> -----Original Message----- >>>> From: technology-bounces at nifl.gov [ >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Technology and Literacy mailing list >>>> Technology at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/ > mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070424/499d3f4e/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/jpeg Size: 7743 bytes Desc: att34F.jpg Url : http://www.nifl.gov/pipermail/technology/attachments/20070424/499d3f4e/attachment.jpe From leach at league.org Tue Apr 24 11:39:59 2007 From: leach at league.org (Edward J. Leach) Date: Tue, 24 Apr 2007 08:39:59 -0700 Subject: [Technology 971] Re: M-learning through cell phones References: <7D243C93CC45DC47BD40B11C9D073BA902838FD7@HOBBES.campus.qcc.edu> Message-ID: <2D62B48978AC054FA60620231E644C3702194D70@exchange.office.league.org> Each year, Track One (Emerging and Future Educational Technology) at the Conference on Information Technology (www.league.org/2007cit) focuses on an emerging technology believed to be of particular interest to educators. For the 2007 CIT, the special focus of Track One is Portable High-Tech Media Devices and Their Implications for Instruction. The growing consumer use of MP3 players, PDAs, cell phones, and other portable high-tech media devices raises questions about their role in improving student learning and student access to learning. How does the use of these devices change the dynamics of teaching and learning? Does instructional content linked to these devices now make them an additional de facto student purchase? How is instructional success defined and measured when using these devices? Sessions targeted toward this focus area should assist in the evaluation, adaptation, and use of portable high-tech media devices for academic purposes. Although the increased use of portable high-tech media devices is the special focus of the 2007 CIT, other topics related to the future use of information technology at community and technical colleges will be presented. ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Eunice Snay Sent: Tuesday, April 24, 2007 8:23 AM To: The Technology and Literacy Discussion List Subject: [Technology 969] Re: M-learning through cell phones David: Do you know how the phone cost involved are paid? Does it come out of the individuals plan? Does the program support the student use of this technology in any way? This seems to me to be the stumbling block for use. Does IPod fall under this category? Especially the Video IPod that has similar functionality. This whole group of technologies fall under what I consider "what do student already have and use". So the student's doesn't need to learn the technology again, their already using it. Why not make use of what they have for education. I think teachers are in the same category, in that they use these technologies themselves and it's a technology they don't need to learn to use again. But we need idea's like these for the teachers to think broadly for uses in their classes. I recently was asked by a teacher that I met on the street, "How do I text Message". She had the need at that moment, it turned into a real learning opportunity. I like the example you used below especially becasue it's for the low level learner. Teachers tend to discount using technologies with this group of students. Though just the opposite should be thought of for this population becasue technologies can assist them with their learning. Eunice Snay Regional Technologist for Central SABES 508-854-4514 esnay at qcc.mass.edu -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Debra Smith Sent: Monday, April 23, 2007 3:35 PM To: The Technology and Literacy Discussion List Subject: [Technology 967] Re: M-learning through cell phones In beginning ESL for adults, I have used the 'record' feature on students' mobile phones to individualize instruction, recording short sound files to let students listen outside of class to something they were having difficulty mastering, and I have used mobiles in class to have students practice model telephone dialogues with a tutor (My child will be absent from school today; What time does the store close? etc.). It's enough harder to talk without seeing a face, and sound is enough less clear on a phone than in person, that the exercise seemed worthwhile. Debra Morris Smith On 4/23/07, David J. Rosen wrote: Marilyn and others, Cell phones (called mobile phones in much of the rest of the world) are being used for learning projects in classrooms (and outside) by high school students. M-Learning is also being done with young adults in the U.K., South Africa and Australia. See: http://www.m-learning.org/ This is a web site in the U.K. devoted to m-learning, and it describes a multi-year project focused on basic skills learning for school dropouts aged 16-24. Handhelds, especially mobile phones, are ubiquitous in youth culture in developed, as well as in many areas of developing countries. They are as comfortable to young people as pencils and pens. They also allow access from a wide variety of places, and at any time. The instruction is designed in game format, using appealing graphics, and with content of interest to young adults. The youth involved in the three-year project, from 2001- 2004, were not enrolled in any education or training and were unemployed, underemployed, or even homeless. The m-learning infrastructure includes a Learning Management System and a "microportal interface" which together enable access to m-learning materials and services from a variety of mobile devices plus web and TV access. On the web site, look at the interactive demos and the video clips (right sidebar menu) . Notice that some of the m-learning projects involved "embedded" contextualized workplace learning http://www.m- learning.org/projects.shtml . Two other examples of Mobile Learning: 1. ACT (college) entrance test preparation ($20) http://www.handmark.com/products/detail.php?id=402 2. News by phone, for example ABE News http://abcnews.go.com/Technology/Wireless/ , or CNN toGO http://www.cnn.com/togo/ Mobile learning (M-learning) is also called HDUL (handheld devices for ubiquitous learning, pronounced "huddle" I guess). You can read some research on it at: http://gseacademic.harvard.edu/~hdul/ You'll find a pretty good bibliography of (mostly online) resources on m-learning at http://www3.telus.net/~kdeanna/mlearning/related% 20links.htm Here's an example of a project for low-literate ESOL students that someone could try: Using a cell phone camera, an ESOL student project might be to build a picture dictionary of their own. Students photograph objects they want to know the English word for (the cell phone is a handy way to do that just when they discover they don't know the word) and then send the photo to a Web page. Later they -- or other students -- look up the English word for the picture and add it beneath the picture, possibly with a short audio file in which the word is pronounced. Perhaps a creative teacher on this list has already done such a project and you could send us the URL. Is anyone on the technology discussion list doing M-learning with adults or out-of-school youth? I have added a page about mobile learning (m-learning, i.e. learning delivered to cell phones or PDAs) to The Literacy List at: http://www.newsomeassociates.com (scroll to the bottom, select "publications", then "The Literacy list," then "mobile learning") or http://www.alri.org/literacylist.html http://alri.org/litlist/mlearning.html Anyone, please let me know if you have suggestions of other resources which should be included on the m-learning page (or any other page) of The Literacy List. David J. Rosen djrosen at comcast.net On Apr 23, 2007, at 10:39 AM, Marilyn Williams wrote: > Wouldn't it be something if our students' back to school materials > list one day included a cell > phone! The cell phone is part of most/many student's lives already, > maybe we should be looking > at it as an educational tool rather than something that doesn't > have a place in the classroom. > > Marilyn > > Marilyn Williams > 6th Grade Language Arts/Social Studies > Kennedy Middle School > Eugene, OR > > ----- Original Message ----- > From: Lissa probus > Date: Friday, April 20, 2007 10:31 pm > Subject: [Technology 963] Re: handhelds day 2 > To: The Technology and Literacy Discussion List < technology at nifl.gov> > >> The cell phone thing has my attention lately. Much of the low end >> of the >> digital divide access the web via cell. Mini-chunks? Word of the >> day via >> text? Picture word induction? >> Interesting. >> >> Lissa Probus >> IDT ODU >> >> On 4/20/07, Marilyn Williams < williams_ma at 4j.lane.edu > wrote: >>> >>> I understand that there are sites doing some pretty creative work >>> with >>> cellphones. An issue >>> would be availability (would the school purchase cellphones and a 2 >> year >>> plan?) as well as >>> uniformity (if students used their own, might be difficult to >> teach). I >>> don't know if cell phones >>> can upload/download the same kinds of applications which have been >>> developed for computers >>> and PDAs either. The portability of a cellphone would certainly be >>> something to consider. >>> >>> Marilyn Williams >>> 6th Grade Language Arts/Social Studies >>> Kennedy Middle School >>> Eugene, OR >>> >>> ----- Original Message ----- >>> From: Mariann Fedele >>> Date: Friday, April 20, 2007 1:40 pm >>> Subject: [Technology 960] Re: handhelds day 2 >>> To: The Technology and Literacy Discussion List >>> < technology at nifl.gov > >>> >>>> This message is being posted on behalf of Kuulei Reeser: >>>> >>>> What about cell phones? They appear to have similar features to >>>> handhelds >>>> plus have internet access and are a lot more affordable and >>>> accessible >>>> to >>>> the students. >>>> >>>> -----Original Message----- >>>> From: technology-bounces at nifl.gov [ >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Technology and Literacy mailing list >>>> Technology at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/ > mailman/listinfo/technology > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070424/cc92c4bb/attachment.html From djrosen at comcast.net Tue Apr 24 19:13:26 2007 From: djrosen at comcast.net (David J. Rosen) Date: Tue, 24 Apr 2007 19:13:26 -0400 Subject: [Technology 972] Re: M-learning through cell phones In-Reply-To: <7D243C93CC45DC47BD40B11C9D073BA902838FD7@HOBBES.campus.qcc.edu> References: <7D243C93CC45DC47BD40B11C9D073BA902838FD7@HOBBES.campus.qcc.edu> Message-ID: <52B752A6-D398-4D9E-8099-5B00236FC7E3@comcast.net> Hello Eunice and others, On Apr 24, 2007, at 11:23 AM, Eunice Snay wrote: > David: Do you know how the phone cost involved are paid? Does it > come out of the individuals plan? Does the program support the > student use of this technology in any way? This seems to me to be > the stumbling block for use. In some cases teachers inventory what mobile phones students have, and design instruction around them. In other cases, for example in some of the examples I listed, there are special projects that provide web-accessible mobile phones or pda's. > Does IPod fall under this category? Especially the Video IPod > that has similar functionality. Ipods offer great opportunities for watching learning videos. Some producers of adult education instructional videos are considering -- or acting on -- putting their instruction in formats that are accessible by ipods and web-accessible pda's. > This whole group of technologies fall under what I consider "what > do student already have and use". So the student's doesn't need to > learn the technology again, their already using it. Why not make > use of what they have for education. That's one way to look at it. Another way is to make web-accessible pda's available to students on loan for special projects. > I think teachers are in the same category, in that they use these > technologies themselves and it's a technology they don't need to > learn to use again. Perhaps -- but not all teachers know how to fully use the capacity of mobile phones or web-accessible pda's (what I would like to think of as PLAs -- personal learning assistants) > But we need idea's like these for the teachers to think broadly > for uses in their classes. I recently was asked by a teacher that > I met on the street, "How do I text Message". She had the need at > that moment, it turned into a real learning opportunity. Yes, that's my point. Just because someone _has_ a mobile phone doesn't mean they know how to use it to its full capacity. Sometimes people have Web access and don't know it, for example. From a Web- accessible mobile phone, someone could look up words in a dictionary, look up information from articles in the Wikipedia, and get directions, news and other practical information. But these are new "literacies" to know how to access this information, how to scroll a web page from a handheld, how to send a text message. > I like the example you used below especially because it's for the > low level learner. Teachers tend to discount using technologies > with this group of students. Though just the opposite should be > thought of for this population becasue technologies can assist them > with their learning. Good observation. David J. Rosen djrosen at comcast.net From Barry.Burkett at Franklin.kyschools.us Mon Apr 30 17:33:59 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Mon, 30 Apr 2007 17:33:59 -0400 Subject: [Technology 973] T4 In-Reply-To: <52B752A6-D398-4D9E-8099-5B00236FC7E3@comcast.net> Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198F065@ED181X1.franklin.ketsds.net> David et al: My boss forwarded me this video and I have been checking out the site. I find it intriguing that this is growing out of a shool district. Does anyone know of other school districts that are making drastic steps towards using technology in the classroom, district wide? http://t4.jordan.k12.ut.us/t4/content/view/221/35/ From jataylor at utk.edu Mon Apr 30 20:35:19 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Mon, 30 Apr 2007 20:35:19 -0400 Subject: [Technology 974] Thinkfinity Discussion Forum:Integrating Technology into Adult Literacy Instruction Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC4054DD@KFSVS2.utk.tennessee.edu> Technology & Literacy List Colleagues: The following announcement is posted on behalf of Susan Ohlsen of ProLiteracy America, regarding an upcoming virtual discussion forum hosted by Thinkfinity. Thinkfinity is Verizon Foundation's signature program for education and literacy - a digital learning platform built upon the merger of Verizon MarcoPolo and the Verizon Literacy Network. For information about the discussion, please see below. Thanks! Jackie Taylor ============================================================== Do you finally have the funds to purchase hardware and software for your program but sure which computers or programs would best fit your needs? Are you unsure how to assess student readiness to learn technology? Are you confused about where to go to find online resources? You are not alone! Join your colleagues in a Thinkfinity Discussion Forum - Integrating Technology into Adult Literacy Instruction >From May 7th to May 11th, Thinkfinity will host a discussion forum "Integrating Technology into Adult Literacy Instruction". Our guest moderator will be Dr. Debra Hargrove, President of Aha! Learning Resources and Coordinator of Florida TechNet, a technology and technical assistance grant-funded project in Florida. Some of the topics to be discussed are: * Evaluating software * Assessing student readiness for technology * Building a community of technology-ready learners * Online resources to use in the classroom * Using the Internet for professional development To access the Discussion Forum section of Thinkfinity, go to: If you are first time user, click on the "Register here for free link" and complete the form. You will create a username and password as part of the registration. The Terms of Service Statement available on this page provide directions for participating in the Forums. The success of this discussion will depend on your participation and sharing of ideas and resources. Won't you join us as we begin to build our own community of learners? The Thinkfinity Project Team From djrosen at comcast.net Mon Apr 30 23:06:49 2007 From: djrosen at comcast.net (David J. Rosen) Date: Mon, 30 Apr 2007 23:06:49 -0400 Subject: [Technology 975] Re: T4 In-Reply-To: <5B5DF9F227918548AD5FF668A2E84EBC0198F065@ED181X1.franklin.ketsds.net> References: <5B5DF9F227918548AD5FF668A2E84EBC0198F065@ED181X1.franklin.ketsds.net> Message-ID: <55D5433A-0556-40A9-A57F-F43287766648@comcast.net> Hi Barry, Thanks for sending the link to this slide show. Things I liked about it include the overall message that young adults live digitally -- and if we want to engage them we need to use the technology they are using to do it, and the collection of compelling facts. Things I didn't care for include the guilt tripping and distracting music. I understand that the Philadelphia YouthBuild Charter School has done a lot with integrating technology with urban youth (who left regular public schools before graduating). Also, the MATCH Charter School in Boston is built on integrating technology. These are both publicly- funded schools. Barry, have you made any more videos yourself? If so, please send us the URLs. All the best, David David J. Rosen djrosen at comcast.net On Apr 30, 2007, at 5:33 PM, Burkett, Barry wrote: > David et al: > > My boss forwarded me this video and I have been checking out the site. > I find it intriguing that this is growing out of a shool district. > Does > anyone know of other school districts that are making drastic steps > towards using technology in the classroom, district wide? > > > http://t4.jordan.k12.ut.us/t4/content/view/221/35/ > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net From Barry.Burkett at Franklin.kyschools.us Tue May 1 11:15:33 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Tue, 1 May 2007 11:15:33 -0400 Subject: [Technology 976] Re: T4 In-Reply-To: <55D5433A-0556-40A9-A57F-F43287766648@comcast.net> Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198F073@ED181X1.franklin.ketsds.net> David, I have made more videos of myself, but I stopped editing and uploading them because they were distracting me from my goal. The purpose of the video was to create a more friendly online environment; a catalogue of answers to student questions. I am in the process of developing online education that revolves around student interest. I am using varied forms of media to present skills to students that they will then apply. I am currently working with the state of Kentucky to develop the course. I am currently using the course with students and they seem to like it, when the product is completed Erika Larson and I will present it to the group and get ideas about how/where to push it further. So, the short and skinny is no, I am not producing more online videos at the moment. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Monday, April 30, 2007 11:07 PM To: The Technology and Literacy Discussion List Subject: [Technology 975] Re: T4 Hi Barry, Thanks for sending the link to this slide show. Things I liked about it include the overall message that young adults live digitally -- and if we want to engage them we need to use the technology they are using to do it, and the collection of compelling facts. Things I didn't care for include the guilt tripping and distracting music. I understand that the Philadelphia YouthBuild Charter School has done a lot with integrating technology with urban youth (who left regular public schools before graduating). Also, the MATCH Charter School in Boston is built on integrating technology. These are both publicly- funded schools. Barry, have you made any more videos yourself? If so, please send us the URLs. All the best, David David J. Rosen djrosen at comcast.net On Apr 30, 2007, at 5:33 PM, Burkett, Barry wrote: > David et al: > > My boss forwarded me this video and I have been checking out the site. > I find it intriguing that this is growing out of a shool district. > Does > anyone know of other school districts that are making drastic steps > towards using technology in the classroom, district wide? > > > http://t4.jordan.k12.ut.us/t4/content/view/221/35/ > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.burkett at franklin.kyschools.us From limber.pine at earthlink.net Tue May 1 13:09:10 2007 From: limber.pine at earthlink.net (Mary Jo Meade) Date: Tue, 1 May 2007 10:09:10 -0700 Subject: [Technology 977] INTERNET UNIVERSE FOR STRUGGLING READERS Message-ID: Hi all... I am working on a project that will serve struggling adolescent and adult readers and English Language Learners. Alternative Lens (working title) will be a digital library containing engaging, visually lush, content-driven, nonfiction readings packages, each presented at three or more reading levels and, likely, in Spanish. I would greatly value the group's input ? questions, comments, suggestions, Valium!!! (I will put more details about Alternative Lens in a second email.) ..................................... PREMISE: Because the most compelling websites, books and magazines are written for proficient readers, struggling readers are denied access to the deepest, most fascinating and thought-provoking stories ? precisely the kind of material that can sustain student motivation to read and learn despite previous failures. APPROACH: Through collaboration and special agreements, Alternative Lens will harvest education/outreach materials from tax-funded and nonprofit entities worldwide and translate the "best of the best" into themed readings packages on all subjects. Through journalistic storytelling, thousands of magazine-style, nonfiction articles will build engagement in older struggling readers while reinforcing classroom learning and vocabulary. On-demand vocabulary help will include not only simple word definitions, but also images, animations and interactives that help cement comprehension. The goal is to provide this nonprofit library free of charge to everyone everywhere. ........................................ Background: I have been a journalist for 30 years, working as a reporter, copyeditor, magazine art director, and newspaper graphics editor/art director. I have spent the last 10 of those years blending journalism and education, creating learning materials on history, science and the environment for children and the general public. In early 2005, I stumbled upon the story of the Kentucky Pack Horse Librarians ( www.kdla.ky.gov/resources/kypackhorselib.htm ), women who, riding horses or mules, traveled up rocky creekbeds and muddy trails in the mountains of rural Kentucky to deliver reading materials to remote homes and schools. The creative spark for Alternative Lens came from that Depression-era W.P.A. project. The Web offers a nearly unlimited supply of great learning materials, but those materials of greatest interest to adolescents and adults are generally crafted for proficient readers who have acquired age-appropriate knowledge bases. Alternative Lens was conceived to blend the skills of journalists and educators in order to create a deeply engaging learning environment for the underserved population of older struggling readers. In the summer of 2005, I was hired as part of a TQE grant at the University of Colorado/Colorado Springs to develop a pilot science reader program for middle school English language learners, and most recently I worked for the English Language Acquisition Unit at Colorado Department of Education, where we worked to find funding for Alternative Lens. There is an Institute of Education Sciences grant pending, but I am continuing to search for startup funding and a permanent home for the project. I own Limber Pine Learning, a tiny one-person business, but I will become a cog in the nonprofit Alternative Lens project when it births. Contact: Mary Jo Meade Limber Pine Learning / Alternative Lens 2301 Stepping Stones Way Colorado Springs, CO 80904 719 / 632-3978 limber.pine at earthlink.net ? AltLens target constituencies: ? Older struggling readers, middle school through adult ? Low-income language, racial and ethnic minorities ? English language learners ? Older special ed. students ? Disabled adolescents and adults ? Struggling readers in vo-tech programs ? Students in migrant-, family- and workplace-literacy programs ? Students in post-secondary remedial reading/writing programs ? Incarcerated adolescents and adults Access points: Alternative Lens will use the Internet for general distribution, but all readings packages will be available as downloadable pdf files for classroom use. Select content also will be delivered via CD-ROM and newsprint readers for constituents without Internet access. AltLens will rely on the power of printed material in hands, as well as the Internet. Harvesting existing material for an underserved population: Most of the resources needed to build the foundation of the Alternative Lens project already exist, and more harvestable materials are being created every day. Federal, state, county and municipal taxes pay for research and discovery, museums and archives, and public education/outreach materials that serve up text, images, animations, video, sound, maps, timelines, interactives, step-by-step diagrams, and an almost boundless supply of primary-source materials, much of it on the Internet. Partnerships with other developed nations and education-driven nonprofits worldwide will provide additional harvestable education/outreach materials. ? A partial list of current collaborators: ? National Hispanic Cultural Center, Albuquerque, New Mexico ? Literacy Coaching Clearinghouse, Dr. Nancy Shanklin ? National Park Service (national and regional offices) ? U.S. Geological Survey ? National Oceanic & Atmospheric Administration / Boulder Labs ? Denver Art Museum ? Colorado Division of Wildlife ? Denver Public Library, Western History and Genealogy Department ? University of Colorado/Colorado Springs' College of Engineering and Applied Science From a letter of support for Alternative Lens: ?Your work will be of great interest and assistance to literacy coaches and teachers as they work to help students develop reading skills that will apply across all content areas. Access to content resources that are written for students? various reading levels and of high interest are important to students? continued literacy development and success. Your ideas for this intervention are both exciting and excellently conceived.? Dr. Nancy Shanklin / Director Literacy Coaching Clearinghouse ? www.literacycoachingonline.org University of Colorado at Denver and Health Sciences Center School of Education and Human Development The Literacy Coaching Clearinghouse is joint project of the International Reading Association ? www.reading.org ? and the National Council of the Teachers of English ? www.literacycoachingonline.org ? -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 6767 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070501/30d55a5d/attachment.bin From maureenh at azcallateen.k12.az.us Tue May 1 12:30:16 2007 From: maureenh at azcallateen.k12.az.us (maureen hoyt) Date: Tue, 1 May 2007 09:30:16 -0700 Subject: [Technology 978] Re: INTERNET UNIVERSE FOR STRUGGLING READERS Message-ID: <77B24677B57F9646B244B93AE6B95C79011AA056@acat-exch.azcallateen.k12.az.us> I think this is a great project! The CNN site http://literacynet.org/cnnsf/archives.html and the California project http://www.cdlponline.org/ and this leveled reading http://web2.uvcs.uvic.ca/elc/studyzone/ are some sites to look at. Have you considered some fiction/drama/poetry too? Maureen Hoyt Basic Education Manager ACYR 602-252-6721ext 223 fax: 602-252-2952 www.azcallateen.k12.az.us www.az-aall.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mary Jo Meade Sent: Tuesday, May 01, 2007 10:09 AM To: technology at nifl.gov Subject: [Technology 977] INTERNET UNIVERSE FOR STRUGGLING READERS Hi all... I am working on a project that will serve struggling adolescent and adult readers and English Language Learners. Alternative Lens (working title) will be a digital library containing engaging, visually lush, content-driven, nonfiction readings packages, each presented at three or more reading levels and, likely, in Spanish. I would greatly value the group's input - questions, comments, suggestions, Valium!!! (I will put more details about Alternative Lens in a second email.) ..................................... PREMISE: Because the most compelling websites, books and magazines are written for proficient readers, struggling readers are denied access to the deepest, most fascinating and thought-provoking stories - precisely the kind of material that can sustain student motivation to read and learn despite previous failures. APPROACH: Through collaboration and special agreements, Alternative Lens will harvest education/outreach materials from tax-funded and nonprofit entities worldwide and translate the "best of the best" into themed readings packages on all subjects. Through journalistic storytelling, thousands of magazine-style, nonfiction articles will build engagement in older struggling readers while reinforcing classroom learning and vocabulary. On-demand vocabulary help will include not only simple word definitions, but also images, animations and interactives that help cement comprehension. The goal is to provide this nonprofit library free of charge to everyone everywhere. ........................................ Background: I have been a journalist for 30 years, working as a reporter, copyeditor, magazine art director, and newspaper graphics editor/art director. I have spent the last 10 of those years blending journalism and education, creating learning materials on history, science and the environment for children and the general public. In early 2005, I stumbled upon the story of the Kentucky Pack Horse Librarians ( www.kdla.ky.gov/resources/kypackhorselib.htm ), women who, riding horses or mules, traveled up rocky creekbeds and muddy trails in the mountains of rural Kentucky to deliver reading materials to remote homes and schools. The creative spark for Alternative Lens came from that Depression-era W.P.A. project. The Web offers a nearly unlimited supply of great learning materials, but those materials of greatest interest to adolescents and adults are generally crafted for proficient readers who have acquired age-appropriate knowledge bases. Alternative Lens was conceived to blend the skills of journalists and educators in order to create a deeply engaging learning environment for the underserved population of older struggling readers. In the summer of 2005, I was hired as part of a TQE grant at the University of Colorado/Colorado Springs to develop a pilot science reader program for middle school English language learners, and most recently I worked for the English Language Acquisition Unit at Colorado Department of Education, where we worked to find funding for Alternative Lens. There is an Institute of Education Sciences grant pending, but I am continuing to search for startup funding and a permanent home for the project. I own Limber Pine Learning, a tiny one-person business, but I will become a cog in the nonprofit Alternative Lens project when it births. Contact: Mary Jo Meade Limber Pine Learning / Alternative Lens 2301 Stepping Stones Way Colorado Springs, CO 80904 719 / 632-3978 limber.pine at earthlink.net AltLens target constituencies: * Older struggling readers, middle school through adult * Low-income language, racial and ethnic minorities * English language learners * Older special ed. students * Disabled adolescents and adults * Struggling readers in vo-tech programs * Students in migrant-, family- and workplace-literacy programs * Students in post-secondary remedial reading/writing programs * Incarcerated adolescents and adults Access points: Alternative Lens will use the Internet for general distribution, but all readings packages will be available as downloadable pdf files for classroom use. Select content also will be delivered via CD-ROM and newsprint readers for constituents without Internet access. AltLens will rely on the power of printed material in hands, as well as the Internet. Harvesting existing material for an underserved population: Most of the resources needed to build the foundation of the Alternative Lens project already exist, and more harvestable materials are being created every day. Federal, state, county and municipal taxes pay for research and discovery, museums and archives, and public education/outreach materials that serve up text, images, animations, video, sound, maps, timelines, interactives, step-by-step diagrams, and an almost boundless supply of primary-source materials, much of it on the Internet. Partnerships with other developed nations and education-driven nonprofits worldwide will provide additional harvestable education/outreach materials. A partial list of current collaborators: * National Hispanic Cultural Center, Albuquerque, New Mexico * Literacy Coaching Clearinghouse, Dr. Nancy Shanklin * National Park Service (national and regional offices) * U.S. Geological Survey * National Oceanic & Atmospheric Administration / Boulder Labs * Denver Art Museum * Colorado Division of Wildlife * Denver Public Library, Western History and Genealogy Department * University of Colorado/Colorado Springs' College of Engineering and Applied Science >From a letter of support for Alternative Lens: "Your work will be of great interest and assistance to literacy coaches and teachers as they work to help students develop reading skills that will apply across all content areas. Access to content resources that are written for students' various reading levels and of high interest are important to students' continued literacy development and success. Your ideas for this intervention are both exciting and excellently conceived." Dr. Nancy Shanklin / Director Literacy Coaching Clearinghouse - www.literacycoachingonline.org University of Colorado at Denver and Health Sciences Center School of Education and Human Development The Literacy Coaching Clearinghouse is joint project of the International Reading Association - www.reading.org - and the National Council of the Teachers of English - www.literacycoachingonline.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070501/ee93ed5d/attachment.html From limber.pine at earthlink.net Tue May 1 13:30:13 2007 From: limber.pine at earthlink.net (Mary Jo Meade) Date: Tue, 1 May 2007 10:30:13 -0700 Subject: [Technology 979] Re: INTERNET UNIVERSE FOR STRUGGLING READERS In-Reply-To: <77B24677B57F9646B244B93AE6B95C79011AA056@acat-exch.azcallateen.k12.az.us> Message-ID: <9E8604FC-F809-11DB-B93A-000A95D8A6A4@earthlink.net> Hi Maureen... I have considered offering excerpts from related books, fiction and nonfiction, with readings packages This would allow students to "test drive" additional materials on the same subject. Among the project's collaborators is a group of teen librarians, who will suggest materials for further reading. An excerpt from "Out of the Dust" by Karen Hesse would be great with a readings package on the Dust Bowl, etc. mj On Tuesday, May 1, 2007, at 09:30 AM, maureen hoyt wrote: > I think this is a great project! > > The CNN site > > http://literacynet.org/cnnsf/archives.html > > andtheCaliforniaproject > > http://www.cdlponline.org/ > > andthis leveled reading > > http://web2.uvcs.uvic.ca/elc/studyzone/ > > ? > > aresome sites to look at. > > Have you considered some fiction/drama/poetry too? > > ? > > Maureen Hoyt > > BasicEducationManager > > ACYR > > 602-252-6721ext 223 > > fax: 602-252-2952 > > www.azcallateen.k12.az.us > > www.az-aall.org > > ? > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf OfMary Jo Meade > Sent: Tuesday, May 01, 2007 10:09 AM > To: technology at nifl.gov > Subject: [Technology 977] INTERNET UNIVERSE FOR STRUGGLING READERS > > ? > > Hi all... > > ? > > I am working on a project that will serve struggling adolescent and > adult readers and English Language Learners. Alternative Lens (working > title) will be a digital library containing engaging, visually lush, > content-driven, nonfiction readings packages, each presented at three > or more reading levels and, likely, in Spanish. > > ? > > I would greatly value the group's input ? questions, comments, > suggestions, Valium!!! > > ? > > (I will put more details about Alternative Lens in a second email.) > > ? > > ..................................... > > ? > > PREMISE: Because the most compelling websites, books and magazines are > written for proficient readers, struggling readers are denied access > to the deepest, most fascinating and thought-provoking stories ? > precisely the kind of material that can sustain student motivation to > read and learn despite previous failures. > > ? > > APPROACH: Through collaboration and special agreements, Alternative > Lens will harvest education/outreach materials from tax-funded and > nonprofit entities worldwide and translate the "best of the best" into > themed readings packages on all subjects. Through journalistic > storytelling, thousands of magazine-style, nonfiction articles will > build engagement in older struggling readers while reinforcing > classroom learning and vocabulary. On-demand vocabulary help will > include not only simple word definitions, but also images, animations > and interactives that help cement comprehension. > > ? > > The goal is to provide this nonprofit library free of charge to > everyone everywhere. > > ? > > ........................................ > > ? > > Background: > > I have been a journalist for 30 years, working as a reporter, > copyeditor, magazine art director, and newspaper graphics editor/art > director. I have spent the last 10 of those years blending journalism > and education, creating learning materials on history, science and the > environment for children and the general public. > > ? > > In early 2005, I stumbled upon the story of the Kentucky Pack Horse > Librarians ( www.kdla.ky.gov/resources/kypackhorselib.htm ), women > who, riding horses or mules, traveled up rocky creekbeds and muddy > trails in the mountains of rural Kentucky to deliver reading materials > to remote homes and schools. The creative spark for Alternative Lens > came from that Depression-era W.P.A. project. The Web offers a nearly > unlimited supply of great learning materials, but those materials of > greatest interest to adolescents and adults are generally crafted for > proficient readers who have acquired age-appropriate knowledge bases. > Alternative Lens was conceived to blend the skills of journalists and > educators in order to create a deeply engaging learning environment > for the underserved population of older struggling readers. > > ? > > In the summer of 2005, I was hired as part of a TQE grant at the > University of Colorado/Colorado Springs to develop a pilot science > reader program for middle school English language learners, and most > recently I worked for the English Language Acquisition Unit at > Colorado Department of Education, where we worked to find funding for > Alternative Lens. There is an Institute of Education Sciences grant > pending, but I am continuing to search for startup funding and a > permanent home for the project. I own Limber Pine Learning, a tiny > one-person business, but I will become a cog in the nonprofit > Alternative Lens project when it births. > > ? > > Contact: > > Mary Jo Meade > > Limber Pine Learning / Alternative Lens > > 2301 Stepping Stones Way > > Colorado Springs, CO 80904 > > 719 / 632-3978 > > limber.pine at earthlink.net > > ? > > ? > > AltLens target constituencies: > > ? Older struggling readers, middle school through adult > > ? Low-income language, racial and ethnic minorities > > ? English language learners > > ? Older special ed. students > > ? Disabled adolescents and adults > > ? Struggling readers in vo-tech programs > > ? Students in migrant-, family- and workplace-literacy programs > > ? Students in post-secondary remedial reading/writing programs > > ? Incarcerated adolescents and adults > > ? > > ? > > Access points: > > Alternative Lens will use the Internet for general distribution, but > all readings packages will be available as downloadable pdf files for > classroom use. Select content also will be delivered via CD-ROM and > newsprint readers for constituents without Internet access. AltLens > will rely on the power of printed material in hands, as well as the > Internet. > > ? > > ? > > Harvesting existing material for an underserved population: > > Most of the resources needed to build the foundation of the > Alternative Lens project already exist, and more harvestable materials > are being created every day. Federal, state, county and municipal > taxes pay for research and discovery, museums and archives, and public > education/outreach materials that serve up text, images, animations, > video, sound, maps, timelines, interactives, step-by-step diagrams, > and an almost boundless supply of primary-source materials, much of it > on the Internet. Partnerships with other developed nations and > education-driven nonprofits worldwide will provide additional > harvestable education/outreach materials. > > ? > > ? > > A partial list of current collaborators: > > ? National Hispanic Cultural Center, Albuquerque, New Mexico > > ? Literacy Coaching Clearinghouse, Dr. Nancy Shanklin > > ? National Park Service (national and regional offices) > > ? U.S. Geological Survey > > ? National Oceanic & Atmospheric Administration / Boulder Labs > > ? Denver Art Museum > > ? Colorado Division of Wildlife > > ? Denver Public Library, Western History and Genealogy Department > > ? University of Colorado/Colorado Springs' College of Engineering and > Applied Science > > ? > > From a letter of support for Alternative Lens: > > ?Your work will be of great interest and assistance to literacy > coaches and teachers as they work to help students develop reading > skills that will apply across all content areas. Access to content > resources that are written for students? various reading levels and of > high interest are important to students? continued literacy > development and success. Your ideas for this intervention are both > exciting and excellently conceived.? > > ? > > Dr. Nancy Shanklin / Director > > Literacy Coaching Clearinghouse ? www.literacycoachingonline.org > > University of Colorado at Denver and Health Sciences Center > > School of Education and Human Development > > The Literacy Coaching Clearinghouse is joint project of the > International Reading Association ? www.reading.org ? and the National > Council of the Teachers of English ? www.literacycoachingonline.org > > ? > > ? > > ? > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to limber.pine at earthlink.net -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 15091 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070501/373c2b68/attachment.bin From limber.pine at earthlink.net Tue May 1 13:45:07 2007 From: limber.pine at earthlink.net (Mary Jo Meade) Date: Tue, 1 May 2007 10:45:07 -0700 Subject: [Technology 980] INTERNET UNIVERSE FOR STRUGGLING READERS Message-ID: Hi all... Here is more information on the Alternative Lens project... Please let me know how you might use different features of the project with the populations you serve. mj The AltLens difference: In Reading Don't Fix No Chevys / Literacy in the Lives of Young Men, the authors describe teens who avoid regular classroom reading because of its "schoolishness ? that is, its future orientation, its separation from immediate uses and functions, its emphasis on knowledge that is not valued outside school." (Michael W. Smith, Jeffrey D. Wilhelm; 2002) Most of the reading material that is currently aimed at struggling adolescent/adult readers is bland, too general in scope ("Snakes," "The Civil War"), and "schoolish" in the extreme. Alternative Lens will build a bridge between textbook concepts and the real world by telling stories that advance comprehension of classroom content but that are of immediate interest to the generation they serve. Example: Classroom focus: semiconductors and light-emitting diodes (LEDs) AltLens choices: articles based on http://graffitiresearchlab.com/?page_id=6#video and www.lutw.org/home.htm Pathway One ? for students: The first of the site's dual pathways will offer students an endless buffet of compelling nonfiction articles that function as alternatives/supplements to classroom textbooks. In these real-world texts, students can read about subjects that interest them in an environment that is unfettered, unwatched, and untested. Alternative Lens will: ? Provide on-demand vocabulary help that will offer images, diagrams, animations and interactives ? in addition to simple word definitions ? to help cement comprehension. ? Foster student choice by offering a wide range of options for additional information related to each readings package, including links to short sidebar articles and multimedia features within the library, links to other websites, suggested print resources, and activities for home and/or school. ? Help build prior knowledge in students whose previous avoidance of reading has prevented the development of age-appropriate knowledge bases. ??Offer students deep learning experiences through "serious games" developed with the College of Engineering and Applied Science at the University of Colorado / Colorado Springs. (See the research of James Paul Gee.) ? Honor all work. The site will foster literacy skills that will lead to success in the trades and service careers as well as in a four-year college. ? Take a multicultural approach to story selection. ? Encourage students to use the site's online feedback forms to rate readings packages and interactive features. Data collected could include age/grade, gender, language spoken at home, the students' assessment of story length, interest value and other variables. Respondents' anonymity will be protected! Pathway Two ? for educators The second pathway, for teachers and administrators, will provide: ? A search engine that allows teachers to search for readings and activities by standard and/or benchmark ? An instant feedback function that allows teachers to rate the site?s materials online. This will provide us with a constant stream of data we can use to evaluate the usefulness of our materials in all content areas, determine whether our reading-level ranges are on target, and plan future content. ? Strategies for using the site?s multi-level readings in mainstreamed classrooms that include both struggling and proficient readers ? Strategies for remedial-only or ESL-only use of the website ? Strategies for using the website to sustain the motivation to read and learn in students who have struggled with failure ? Strategies for single-subject, grade-range, or whole-school use of the website as one component of a broad reading and writing initiative ? Strategies for teaching literacy through content instruction, and how to find a reasonable balance between the two ? Strategies for assessing reading comprehension and writing in the content areas ? Suggestions for modeling the reading process for students ? Strategies for using the website to supplement required textbooks ? Web functionality that allows teachers and classrooms to network across town, across the country and across borders. Students will be able to debate issues that have regional or national implications, join forces to preserve endangered food crops, etc. ? A wide assortment of creative, assessable reading-and-writing activities, including single-student projects, group and class projects, and creative alternatives to answering comprehension questions and writing text summaries. These will range from quick activities to deep and long-term projects, including portfolios. Teachers will be invited to share activities that work well with their students, especially activities that work with their hardest-to-teach students. ? Links to sites of interest to educators who work with adolescents, adults, and literacy ? Nuts and bolts: ? Suggestions for using the site?s printable worksheets and graphic organizers, and how to customize them ? Rights and restrictions (what they can and cannot do with the site?s materials) ? How to suggest classroom activities and story topics Text for English Language Learners: ? The text will be stripped of idioms and metaphors (American idioms will be introduced as sidebars). ? Spanish cognates will be included wherever possible to increase the comfort/confidence level of Spanish-speaking students and help them develop fluency. ? Stories will feature a mix of short, very simple, declarative sentences and more complex sentence structures, and writers will avoid the use of passive voice. ? On-demand vocabulary entries will provide simple word definitions, but many also will feature visual definitions (animations, interactives, step-by-step diagrams, images) that will help enforce comprehension. Sound clips of vocabulary pronunciation will be included. ? Vocabulary words will be repeated as often as possible within readings packages. ? ELLs will be encouraged to use the site's instant feedback system. Student interest data will inform the development of materials for this constituency. Contact: Mary Jo Meade Limber Pine Learning / Alternative Lens 2301 Stepping Stones Way Colorado Springs, CO 80904 719 / 632-3978 limber.pine at earthlink.net -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 7101 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070501/cb4d3aee/attachment.bin From limber.pine at earthlink.net Tue May 1 14:17:21 2007 From: limber.pine at earthlink.net (Mary Jo Meade) Date: Tue, 1 May 2007 11:17:21 -0700 Subject: [Technology 981] STILL MORE ON ALTERNATIVE LENS! Message-ID: <3434A6A4-F810-11DB-B93A-000A95D8A6A4@earthlink.net> Hi, all... Comments please!!! Material from Alternative Lens will be delivered online, but also by content in newsprint readers. Attached is a pdf that shows pages from the WINGS reader, which I developed for middle school ELLs. AltLens material could be delivered in this 11 x 17-inch newsprint format or in a larger, broadsheet format, which would allow for longer stories, more stories and more art. Students get to KEEP these readers. These print materials would be delivered at cost. The 11 x 17 format seen in this pdf can be printed for about 5 cents a copy. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 588 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070501/a766cded/attachment.bin -------------- next part -------------- A non-text attachment was scrubbed... Name: WINGS.PAGES.pdf Type: application/pdf Size: 4286353 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070501/a766cded/attachment.pdf -------------- next part -------------- Many people have suggested that Alternative Lens become a commercial endeavor, but my feeling is that American taxpayers, taxpayers in other developed nations, and supporters of nonprofit educational organizations worldwide have already paid to develop the materials we will harvest. I am looking for funding that will let us translate this world for struggling older readers, who are often low-income individuals, and deliver it free of charge. It will take a village to make this happen, but I think it can be done! Contact: Mary Jo Meade Limber Pine Learning/Alternative Lens 2301 Stepping Stones Way Colorado Springs, CO 80904 719 / 632-3978 limber.pine at earthlink.net -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 688 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070501/a766cded/attachment-0001.bin From williams_ma at 4j.lane.edu Tue May 1 13:55:31 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Tue, 01 May 2007 10:55:31 -0700 Subject: [Technology 982] Re: STILL MORE ON ALTERNATIVE LENS! In-Reply-To: <3434A6A4-F810-11DB-B93A-000A95D8A6A4@earthlink.net> References: <3434A6A4-F810-11DB-B93A-000A95D8A6A4@earthlink.net> Message-ID: Hi Mary Jo, The "Wings" pages are beautiful and certainly would attract the attention of both readers and non readers. I'd love to develop a library of these kinds of materials which would correlate to our middle school science/social studies curriculum and be available to our teachers online. This is great work! Marilyn Marilyn Williams 6th Grade Language Arts/Social Studies Kennedy Middle School Eugene, OR ----- Original Message ----- From: Mary Jo Meade Date: Tuesday, May 1, 2007 10:38 am Subject: [Technology 981] STILL MORE ON ALTERNATIVE LENS! To: technology at nifl.gov > Hi, all... > > Comments please!!! > > > Material from Alternative Lens will be delivered online, but also by > content in newsprint readers. Attached is a pdf that shows pages from > > the WINGS reader, which I developed for middle school ELLs. AltLens > material could be delivered in this 11 x 17-inch newsprint format or > in > a larger, broadsheet format, which would allow for longer stories, > more > stories and more art. Students get to KEEP these readers. > > These print materials would be delivered at cost. The 11 x 17 format > seen in this pdf can be printed for about 5 cents a copy. > > Hi, all... > > > Comments please!!! > > > > Material from Alternative Lens will be delivered online, but also by > content in newsprint readers. Attached is a pdf that shows pages from > the WINGS reader, which I developed for middle school ELLs. AltLens > material could be delivered in this 11 x 17-inch newsprint format or > in a larger, broadsheet format, which would allow for longer stories, > more stories and more art. Students get to KEEP these > readers. > > > These print materials would be delivered at cost. The 11 x 17 format > seen in this pdf can be printed for about 5 cents a copy. > > > Many people have suggested that Alternative Lens become a commercial > endeavor, but my feeling is that American taxpayers, taxpayers in > other > developed nations, and supporters of nonprofit educational > organizations worldwide have already paid to develop the materials we > > will harvest. I am looking for funding that will let us translate this > > world for struggling older readers, who are often low-income > individuals, and deliver it free of charge. > > It will take a village to make this happen, but I think it can be done! > > > > Contact: > > Mary Jo Meade > Limber Pine Learning/Alternative Lens > 2301 Stepping Stones Way > Colorado Springs, CO 80904 > 719 / 632-3978 > limber.pine at earthlink.net > Many people have suggested that Alternative Lens become a commercial > endeavor, but my feeling is that American taxpayers, taxpayers in > other developed nations, and supporters of nonprofit educational > organizations worldwide have already paid to develop the materials we > will harvest. I am looking for funding that will let us translate this > world for struggling older readers, who are often low-income > individuals, and deliver it free of charge. > > > It will take a village to make this happen, but I think it can be done! > > > > > Contact: > > > Mary Jo Meade > > Limber Pine Learning/Alternative Lens > > 2301 Stepping Stones Way > > Colorado Springs, CO 80904 > > 719 / 632-3978 > > limber.pine at earthlink.net > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > Email delivered to williams_ma at 4j.lane.edu From tonys at educationconnection.org Tue May 1 15:22:34 2007 From: tonys at educationconnection.org (Tony Sebastiano) Date: Tue, 1 May 2007 15:22:34 -0400 Subject: [Technology 983] Re: INTERNET UNIVERSE FOR STRUGGLING READERS In-Reply-To: <9E8604FC-F809-11DB-B93A-000A95D8A6A4@earthlink.net> Message-ID: <180531911200244FAC1B1552F97B98313FCF22@ecexchange.educationconnection.k12.ct.us> Anyone know how to reach Kylene Beers? She has been working with the "struggling reader" for some time and is a superb presenter. Thanks Tony Sebastiano EDUCATION CONNECTION 355 Goshen Road, P.O. Box 909 Litchfield, CT 06759-0909 Phone: (860) 567-0863 x 122 Fax: (860) 567-3381 www.educationconnection.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mary Jo Meade Sent: Tuesday, May 01, 2007 1:30 PM To: The Technology and Literacy Discussion List Subject: [Technology 979] Re: INTERNET UNIVERSE FOR STRUGGLING READERS Hi Maureen... I have considered offering excerpts from related books, fiction and nonfiction, with readings packages This would allow students to "test drive" additional materials on the same subject. Among the project's collaborators is a group of teen librarians, who will suggest materials for further reading. An excerpt from "Out of the Dust" by Karen Hesse would be great with a readings package on the Dust Bowl, etc. mj On Tuesday, May 1, 2007, at 09:30 AM, maureen hoyt wrote: I think this is a great project! The CNN site http://literacynet.org/cnnsf/archives.html andtheCaliforniaproject http://www.cdlponline.org/ andthis leveled reading http://web2.uvcs.uvic.ca/elc/studyzone/ aresome sites to look at. Have you considered some fiction/drama/poetry too? Maureen Hoyt BasicEducationManager ACYR 602-252-6721ext 223 fax: 602-252-2952 www.azcallateen.k12.az.us www.az-aall.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf OfMary Jo Meade Sent: Tuesday, May 01, 2007 10:09 AM To: technology at nifl.gov Subject: [Technology 977] INTERNET UNIVERSE FOR STRUGGLING READERS Hi all... I am working on a project that will serve struggling adolescent and adult readers and English Language Learners. Alternative Lens (working title) will be a digital library containing engaging, visually lush, content-driven, nonfiction readings packages, each presented at three or more reading levels and, likely, in Spanish. I would greatly value the group's input - questions, comments, suggestions, Valium!!! (I will put more details about Alternative Lens in a second email.) ..................................... PREMISE: Because the most compelling websites, books and magazines are written for proficient readers, struggling readers are denied access to the deepest, most fascinating and thought-provoking stories - precisely the kind of material that can sustain student motivation to read and learn despite previous failures. APPROACH: Through collaboration and special agreements, Alternative Lens will harvest education/outreach materials from tax-funded and nonprofit entities worldwide and translate the "best of the best" into themed readings packages on all subjects. Through journalistic storytelling, thousands of magazine-style, nonfiction articles will build engagement in older struggling readers while reinforcing classroom learning and vocabulary. On-demand vocabulary help will include not only simple word definitions, but also images, animations and interactives that help cement comprehension. The goal is to provide this nonprofit library free of charge to everyone everywhere. ........................................ Background: I have been a journalist for 30 years, working as a reporter, copyeditor, magazine art director, and newspaper graphics editor/art director. I have spent the last 10 of those years blending journalism and education, creating learning materials on history, science and the environment for children and the general public. In early 2005, I stumbled upon the story of the Kentucky Pack Horse Librarians ( www.kdla.ky.gov/resources/kypackhorselib.htm ), women who, riding horses or mules, traveled up rocky creekbeds and muddy trails in the mountains of rural Kentucky to deliver reading materials to remote homes and schools. The creative spark for Alternative Lens came from that Depression-era W.P.A. project. The Web offers a nearly unlimited supply of great learning materials, but those materials of greatest interest to adolescents and adults are generally crafted for proficient readers who have acquired age-appropriate knowledge bases. Alternative Lens was conceived to blend the skills of journalists and educators in order to create a deeply engaging learning environment for the underserved population of older struggling readers. In the summer of 2005, I was hired as part of a TQE grant at the University of Colorado/Colorado Springs to develop a pilot science reader program for middle school English language learners, and most recently I worked for the English Language Acquisition Unit at Colorado Department of Education, where we worked to find funding for Alternative Lens. There is an Institute of Education Sciences grant pending, but I am continuing to search for startup funding and a permanent home for the project. I own Limber Pine Learning, a tiny one-person business, but I will become a cog in the nonprofit Alternative Lens project when it births. Contact: Mary Jo Meade Limber Pine Learning / Alternative Lens 2301 Stepping Stones Way Colorado Springs, CO 80904 719 / 632-3978 limber.pine at earthlink.net AltLens target constituencies: * Older struggling readers, middle school through adult * Low-income language, racial and ethnic minorities * English language learners * Older special ed. students * Disabled adolescents and adults * Struggling readers in vo-tech programs * Students in migrant-, family- and workplace-literacy programs * Students in post-secondary remedial reading/writing programs * Incarcerated adolescents and adults Access points: Alternative Lens will use the Internet for general distribution, but all readings packages will be available as downloadable pdf files for classroom use. Select content also will be delivered via CD-ROM and newsprint readers for constituents without Internet access. AltLens will rely on the power of printed material in hands, as well as the Internet. Harvesting existing material for an underserved population: Most of the resources needed to build the foundation of the Alternative Lens project already exist, and more harvestable materials are being created every day. Federal, state, county and municipal taxes pay for research and discovery, museums and archives, and public education/outreach materials that serve up text, images, animations, video, sound, maps, timelines, interactives, step-by-step diagrams, and an almost boundless supply of primary-source materials, much of it on the Internet. Partnerships with other developed nations and education-driven nonprofits worldwide will provide additional harvestable education/outreach materials. A partial list of current collaborators: * National Hispanic Cultural Center, Albuquerque, New Mexico * Literacy Coaching Clearinghouse, Dr. Nancy Shanklin * National Park Service (national and regional offices) * U.S. Geological Survey * National Oceanic & Atmospheric Administration / Boulder Labs * Denver Art Museum * Colorado Division of Wildlife * Denver Public Library, Western History and Genealogy Department * University of Colorado/Colorado Springs' College of Engineering and Applied Science From a letter of support for Alternative Lens: "Your work will be of great interest and assistance to literacy coaches and teachers as they work to help students develop reading skills that will apply across all content areas. Access to content resources that are written for students' various reading levels and of high interest are important to students' continued literacy development and success. Your ideas for this intervention are both exciting and excellently conceived." Dr. Nancy Shanklin / Director Literacy Coaching Clearinghouse - www.literacycoachingonline.org University of Colorado at Denver and Health Sciences Center School of Education and Human Development The Literacy Coaching Clearinghouse is joint project of the International Reading Association - www.reading.org - and the National Council of the Teachers of English - www.literacycoachingonline.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to limber.pine at earthlink.net This message may contain confidential or privileged information that is solely for the intended recipient. Please notify the sender immediately by e-mail if you have received this transmission by mistake and delete this e-mail from your system. The sender does not accept liability for any unintended errors, omissions or viruses in the content of this transmission. If you are not the intended recipient, you are notified that disclosing, copying, distributing or taking any action in reliance on the content of this information is strictly prohibited. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070501/f5526e6b/attachment.html From HessM at library.phila.gov Wed May 2 11:06:37 2007 From: HessM at library.phila.gov (Hess, Meagan) Date: Wed, 2 May 2007 11:06:37 -0400 Subject: [Technology 984] MCOL Technology and Adult Education Conference Message-ID: Join us as we explore the role technology plays in helping us to better navigate our learning environment. 19th Annual Technology in Adult Literacy Conference Presenting this year's theme: "Technology and Multiliteracies" Thursday, May 10, 2007 9:00 am - 3:30 pm Temple University's Tuttleman Learning Center 13th and Montgomery Philadelphia, PA For more information, visit: http://www.philaliteracy.org/conference Admission is Free; Registration is Required. Please register online at: https://www.ecampus.ed.state.pa.us/ Meagan Hess Mayor's Commission on Literacy Technology Coordinator/Trainer (215) 686-5254 hessm at library.phila.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070502/fbba5c4e/attachment.html From gastarks at stcloudstate.edu Wed May 2 11:17:50 2007 From: gastarks at stcloudstate.edu (Starks-Martin, Gretchen A. ) Date: Wed, 2 May 2007 10:17:50 -0500 Subject: [Technology 985] Re: MCOL Technology and Adult Education Conference In-Reply-To: References: Message-ID: Please check your address. I cannot access using http OR https. gsm Dr. Gretchen Starks-Martin Academic Learning Center St. Cloud State University 720 Fourth Avenue South St. Cloud, MN 56301-4498 (320)308-4742 FAX: (320) 308-0959 gastarks at stcloudstate.edu www.stcloudstate.edu/alc/ ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Hess, Meagan Sent: Wednesday, May 02, 2007 10:07 AM To: technology at nifl.gov Subject: [Technology 984] MCOL Technology and Adult Education Conference Join us as we explore the role technology plays in helping us to better navigate our learning environment. 19th Annual Technology in Adult Literacy Conference Presenting this year's theme: "Technology and Multiliteracies" Thursday, May 10, 2007 9:00 am - 3:30 pm Temple University's Tuttleman Learning Center 13th and Montgomery Philadelphia, PA For more information, visit: http://www.philaliteracy.org/conference Admission is Free; Registration is Required. Please register online at: https://www.ecampus.ed.state.pa.us/ Meagan Hess Mayor's Commission on Literacy Technology Coordinator/Trainer (215) 686-5254 hessm at library.phila.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070502/f64385d7/attachment.html From steve_quann at worlded.org Wed May 2 12:54:49 2007 From: steve_quann at worlded.org (Steve Quann) Date: Wed, 02 May 2007 12:54:49 -0400 Subject: [Technology 986] Re: MCOL Technology and Adult Education Conference Message-ID: <46388A19020000F8000063EB@mail.jsi.com> In case it helps, I didn't have any problem with either address. Steve Quann Steve Quann World Education 44 Farnsworth Street Boston, MA 617.482.9485 >>> "Starks-Martin, Gretchen A. " 05/02/07 11:17 AM >>> Please check your address. I cannot access using http OR https. gsm Dr. Gretchen Starks-Martin Academic Learning Center St. Cloud State University 720 Fourth Avenue South St. Cloud, MN 56301-4498 (320)308-4742 FAX: (320) 308-0959 gastarks at stcloudstate.edu www.stcloudstate.edu/alc/ ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Hess, Meagan Sent: Wednesday, May 02, 2007 10:07 AM To: technology at nifl.gov Subject: [Technology 984] MCOL Technology and Adult Education Conference Join us as we explore the role technology plays in helping us to better navigate our learning environment. 19th Annual Technology in Adult Literacy Conference Presenting this year's theme: "Technology and Multiliteracies" Thursday, May 10, 2007 9:00 am - 3:30 pm Temple University's Tuttleman Learning Center 13th and Montgomery Philadelphia, PA For more information, visit: http://www.philaliteracy.org/conference Admission is Free; Registration is Required. Please register online at: https://www.ecampus.ed.state.pa.us/ Meagan Hess Mayor's Commission on Literacy Technology Coordinator/Trainer (215) 686-5254 hessm at library.phila.gov From limber.pine at earthlink.net Thu May 3 14:18:07 2007 From: limber.pine at earthlink.net (Mary Jo Meade) Date: Thu, 3 May 2007 11:18:07 -0700 Subject: [Technology 987] Re: STILL MORE ON ALTERNATIVE LENS! Message-ID: Hi Marilyn... The first content on Alternative Lens may well be science material, each topic presented in a deeply cross-curricular way and correlated to national science standards and AAAS Benchmarks. Mary Jo Meade limber.pine at earthlink.net I am currently developing a readings package on whale evolution ? from land back to the sea ? that will include: ? Articles on the fossil record and transitional forms ? Pakicetus, Ambulocetus, Aetiocetus, etc. ? with images provided by the wonderful paleo-wildlife illustrator Carl Buell... -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 547 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070503/8d35caf0/attachment.bin -------------- next part -------------- A non-text attachment was scrubbed... Name: Pakicetus LP Learning copy.jpg Type: image/jpeg Size: 398813 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070503/8d35caf0/attachment.jpg -------------- next part -------------- Pakicetus...by Carl Buell ...and the generous folks at the UC Museum of Paleontology... -------------- next part -------------- A non-text attachment was scrubbed... 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An introduction to cladistics ? Profiles of cetacean paleontologists and articles on digs ? Pangea ? changing Earth, changing life forms Cross-curricular content: ? The history, economy and culture of whaling. (Including, I hope, an article on Maori whaling with materials from www.teara.govt.nz/EarthSeaAndSky/HarvestingTheSea/Whaling/4/en ) ? Contemporary whale rescuers and rescue attempts (I have images from the generous folks at www.coastalstudies.org/what-we-do/whale-rescue/introduction.htm ) ................................................. This is text from the WINGS observation reader, a short article on archaeopteryx aimed at upper elementary and middle school ELLs. It's an example of one of the potential reading levels for the website... Main headline: Is it a bird or a dinosaur? Subhead: Scientists observe the past to learn about today?s birds Scientists called paleontologists study the history of life on Earth. They want to know which plants and animals lived here first and how they have changed over time, or evolved. Paleontologists look for clues about the past. They study the remains of ancient living things, or fossils. Fossils can be bones, teeth, eggs, leaves, shells, seeds, feathers, footprints and other things. Many fossils are buried in rock. In 1861, a paleontologist found a fossil in Germany. The animal lived about 150 million years ago, during the Jurassic period. It was named Archaeopteryx, which means ?ancient wing? in the Greek language. Archaeopteryx was as big as a crow and had wings and feathers like a bird. It could fly. But it also had sharp teeth and a long, bony tail like a dinosaur. The fossil shows that birds are related to reptiles. This is a very important clue. Most scientists believe Archaeopteryx is an ancient bird that evolved from dinosaurs. Paleontologists are finding more bird fossils. Each one adds new clues about bird evolution. Scientists have not answered the biggest bird questions ? why do birds have feathers, and how did they learn to fly? Paleontologists believe the answers are somewhere on Earth, buried in rock. (Spanish cognates: observe, scientists, plants, animals, fossil, rock, million, dinosaur, reptile, evolution) WEB CONNECTIONS: Watch the bird evolution cartoon at www.aviary.org/curric/becoming.htm# Make fossils at www.bbc.co.uk/sn/prehistoric_life/dinosaurs/burying_bodies and www.bbc.co.uk/sn/prehistoric_life/dinosaurs/making_fossils See bird skeletons at http://digimorph.org/listthumbs.phtml?grp=bird&name=CommonName. Click on a bird. In the upper right corner of the page, click on the 3D Volume Rendered Movies. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3067 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070503/8d35caf0/attachment-0003.bin From steven at dessci.com Fri May 4 11:07:20 2007 From: steven at dessci.com (Steve Noble) Date: Fri, 4 May 2007 08:07:20 -0700 Subject: [Technology 988] Technology-based Learning with Disability Conference Message-ID: First International Conference on Technology-based Learning with Disability July 19-20, 2007 Wright State University Dayton, Ohio LWD-07 will bring together researchers, educators, technology developers and practitioners to examine current issues and future directions in the development of methods and technologies to enhance formal education and lifelong learning for persons with all types of disabilities. See website for complete details: http://www.wright.edu/lwd/RevisedConfHomePg.html From michael.thomas at gmx.co.uk Sat May 5 05:17:33 2007 From: michael.thomas at gmx.co.uk (Michael Thomas) Date: Sat, 05 May 2007 18:17:33 +0900 Subject: [Technology 989] Call for Proposal on Web 2.0 Message-ID: CALL FOR CHAPTER PROPOSALS The Handbook of Research on Language Acquisition Technologies: Web 2.0 Transformation of Learning will provide an up-to-date overview of current developments in Information and Communication Technologies related to the fields of second and foreign language acquisition. The volume will feature chapters (5,000-7,500 words) authored by leading experts in the field of CALL, e-Learning and educational technology, offering an in-depth description of key terms and concepts related to different areas, issues and trends in Information Communication Technologies. RECOMMENDED TOPICS Topics include, but are not limited to: (i). A history of Web 1.0 and Web 2.0 technologies (ii). The case for the originality of Web 2.0 technologies (iii). The pitfalls of Web 2.0 technologies in the classroom (information overload, Internet security, the dangers of online communities for students) (iv). Web 2.0 and the potential for educational Institutions (v). The pedagogical implications of Web 2.0 (vi). Second Life and language education (vii). E-Learning 2.0 (distance learning, mobile learning, blended learning) (viii). Web 2.0 and the history of Computer Assisted Language Learning (ix). The use of blogs in language education (x). Virtual gaming and Web 2.0 (xi). Podcasting in language education (xii). Wikis in language education (xiii). The pedagogical implications of social network environments (xiv). Social software and learning (xv). The role of the ICT/CALL coordinator and Web 2.0 technologies (xvi). E-moderation and Web 2.0 (xvii). Conditions for the successful implementation of Web 2.0 in education (xviii) Laptop projects (wireless and one-to-one) (xix). Case studies using Web 2.0 in language learning contexts. Other areas of research on Web 2.0 technologies (YouTube, Second Life, MySpace, iPods, Mobile Learning, Course Management Systems, Social Software, ning.com, Flickr, etc.) and language learning will also be considered. INVITED SUBMISSIONS Individuals interested in submitting chapters (5,000-7,500 words) on the above-suggested topics or other related topics in their area of interest should submit via e-mail a 2 page manuscript proposal clearly explaining the mission and concerns of the proposed chapter by June 15, 2007. We strongly encourage other topics that have not been listed in our suggested list, particularly if the topic is related to the research area in which you have expertise. Upon acceptance of your proposal, you will have until November 30, 2007, to prepare the first draft of your chapter of 5,000-7,500 words and 7-10 related terms and their appropriate definitions. Guidelines for preparing your paper and terms and definitions will be sent to you upon acceptance of your proposal. Please forward your e-mail of interest including your name, affiliation and a list of topics (5-7) on which you are interested in writing a chapter to: Michael Thomas, editor, at no later than June 15, 2007. You will be notified about the status of your proposed topics by July 1, 2007. This book is scheduled for publishing by Information Science Reference (an imprint of IGI Global) in 2008. From michael.thomas at gmx.co.uk Sat May 5 18:22:34 2007 From: michael.thomas at gmx.co.uk (Michael Thomas) Date: Sun, 06 May 2007 07:22:34 +0900 Subject: [Technology 989] Call for Proposals on Web 2.0 Message-ID: CALL FOR CHAPTER PROPOSALS The Handbook of Research on Language Acquisition Technologies: Web 2.0 Transformation of Learning will provide an up-to-date overview of current developments in Information and Communication Technologies related to the fields of second and foreign language acquisition. The volume will feature chapters (5,000-7,500 words) authored by leading experts in the field of CALL, e-Learning and educational technology, offering an in-depth description of key terms and concepts related to different areas, issues and trends in Information Communication Technologies. RECOMMENDED TOPICS Topics include, but are not limited to: (i). A history of Web 1.0 and Web 2.0 technologies (ii). The case for the originality of Web 2.0 technologies (iii). The pitfalls of Web 2.0 technologies in the classroom (information overload, Internet security, the dangers of online communities for students) (iv). Web 2.0 and the potential for educational Institutions (v). The pedagogical implications of Web 2.0 (vi). Second Life and language education (vii). E-Learning 2.0 (distance learning, mobile learning, blended learning) (viii). Web 2.0 and the history of Computer Assisted Language Learning (ix). The use of blogs in language education (x). Virtual gaming and Web 2.0 (xi). Podcasting in language education (xii). Wikis in language education (xiii). The pedagogical implications of social network environments (xiv). Social software and learning (xv). The role of the ICT/CALL coordinator and Web 2.0 technologies (xvi). E-moderation and Web 2.0 (xvii). Conditions for the successful implementation of Web 2.0 in education (xviii) Laptop projects (wireless and one-to-one) (xix). Case studies using Web 2.0 in language learning contexts. Other areas of research on Web 2.0 technologies (YouTube, Second Life, MySpace, iPods, Mobile Learning, Course Management Systems, Social Software, ning.com, Flickr, etc.) and language learning will also be considered. INVITED SUBMISSIONS Individuals interested in submitting chapters (5,000-7,500 words) on the above-suggested topics or other related topics in their area of interest should submit via e-mail a 2 page manuscript proposal clearly explaining the mission and concerns of the proposed chapter by June 15, 2007. We strongly encourage other topics that have not been listed in our suggested list, particularly if the topic is related to the research area in which you have expertise. Upon acceptance of your proposal, you will have until November 30, 2007, to prepare the first draft of your chapter of 5,000-7,500 words and 7-10 related terms and their appropriate definitions. Guidelines for preparing your paper and terms and definitions will be sent to you upon acceptance of your proposal. Please forward your e-mail of interest including your name, affiliation and a list of topics (5-7) on which you are interested in writing a chapter to: Michael Thomas, editor, at no later than June 15, 2007. You will be notified about the status of your proposed topics by July 1, 2007. This book is scheduled for publishing by Information Science Reference (an imprint of IGI Global) in 2008. From barry.bakin at lausd.net Tue May 8 18:49:51 2007 From: barry.bakin at lausd.net (Bakin, Barry) Date: Tue, 8 May 2007 15:49:51 -0700 Subject: [Technology 990] Re: M-learning through cell phones In-Reply-To: <2D62B48978AC054FA60620231E644C3702194D70@exchange.office.league.org> Message-ID: <30D2C945E07BB743B34975D8B146A9BF01A12FD2@mailbe-la03.lausd.net> Perhaps you all have encountered this before but this is a first for me. Looking out the window of my office in downtown L.A. one has a great view of the billowing clouds of smoke coming from a fire that broke out in the Griffith Park area of Los Angeles a few hours ago. Wanting to get more information about the fire and in particular about how it might be affecting freeway traffic for my commute home, I googled "fire in griffith park" and in addition to some news reports, found a link to a local weblog that said "People are putting up photos all over Flickr. The tag is here." Clicking on the link brought me to http://www.flickr.com/search/?q=griffith+park+fire&s=rec which indeed claims to have some 300+ photos posted already. I got to wondering about how this could all be used in a teaching context, especially in light of recent discussions in this forum and others about incorporating mobile technologies into adult education. What if teachers worldwide, communicating through email, set up a common assignment such as "Sometime today, post pictures to flickr (or some other website that allows photos to be posted directly from cellphones)of a family doing something together and tag the photos with the same descriptor which is "Family Activity ESL" or something very specific." Students would then be sent out to capture images on their cellphones as homework and they would send them directly to the flickr. The next day, all of the students could type in the search term to see the images that were posted from all over the world and use them as the basis for discussion or writing assignments in their own classes or between classes or individuals worldwide... Just thinking outloud here... Barry Bakin Pacoima Skills Center -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070508/fbc3983b/attachment.html From Tina_Luffman at yc.edu Tue May 8 23:25:20 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Tue, 8 May 2007 20:25:20 -0700 Subject: [Technology 991] Re: M-learning through cell phones In-Reply-To: <30D2C945E07BB743B34975D8B146A9BF01A12FD2@mailbe-la03.lausd.net> References: <30D2C945E07BB743B34975D8B146A9BF01A12FD2@mailbe-la03.lausd.net> Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070508/cd12c52c/attachment.html From bwheeler at sbctc.ctc.edu Wed May 9 09:12:46 2007 From: bwheeler at sbctc.ctc.edu (Beth Wheeler) Date: Wed, 9 May 2007 06:12:46 -0700 Subject: [Technology 992] Re: M-learning through cell phones References: <30D2C945E07BB743B34975D8B146A9BF01A12FD2@mailbe-la03.lausd.net> Message-ID: <0CA6C79FCB4AC642A77B76C17A4316EEAD1159@exch-1.sbctc2.local> what a great idea - have you seen 24 Hours in Cyberspace: Painting on the Walls of the Digital Cave Photographed on One Day by 150 of the World's Leading Photojournalists? it is a remarkable compilation that could serve as an example for your idea, Barry. beth wheeler bwheeler at sbctc.edu ________________________________ From: technology-bounces at nifl.gov on behalf of Bakin, Barry Sent: Tue 5/8/2007 3:49 PM To: The Technology and Literacy Discussion List Subject: [Technology 990] Re: M-learning through cell phones Perhaps you all have encountered this before but this is a first for me. Looking out the window of my office in downtown L.A. one has a great view of the billowing clouds of smoke coming from a fire that broke out in the Griffith Park area of Los Angeles a few hours ago. Wanting to get more information about the fire and in particular about how it might be affecting freeway traffic for my commute home, I googled "fire in griffith park" and in addition to some news reports, found a link to a local weblog that said "People are putting up photos all over Flickr. The tag is here." Clicking on the link brought me to http://www.flickr.com/search/?q=griffith+park+fire&s=rec which indeed claims to have some 300+ photos posted already. I got to wondering about how this could all be used in a teaching context, especially in light of recent discussions in this forum and others about incorporating mobile technologies into adult education. What if teachers worldwide, communicating through email, set up a common assignment such as "Sometime today, post pictures to flickr (or some other website that allows photos to be posted directly from cellphones)of a family doing something together and tag the photos with the same descriptor which is "Family Activity ESL" or something very specific." Students would then be sent out to capture images on their cellphones as homework and they would send them directly to the flickr. The next day, all of the students could type in the search term to see the images that were posted from all over the world and use them as the basis for discussion or writing assignments in their own classes or between classes or individuals worldwide... Just thinking outloud here... Barry Bakin Pacoima Skills Center -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 5760 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070509/c09fb744/attachment.bin From djrosen at comcast.net Wed May 9 07:06:58 2007 From: djrosen at comcast.net (David J. Rosen) Date: Wed, 9 May 2007 07:06:58 -0400 Subject: [Technology 993] Re: [ProfessionalDevelopment 1033] Re: Creativity and Innovation, Fabric of History, Shakespeare in Jail In-Reply-To: References: Message-ID: Hello Cristina and others, The Web-based resources for your EFL students, described in your post below, are innovative and creative. Technology is a source of both creativity and innovation, and so I have listed it in both categories on the ALE Wiki page http://wiki.literacytent.org/index.php/Creativity_and_Innovation and I have added a link describing your work as an example. I am cross-posting this message to the NIFL Technology discussion list because I believe there are subscribers there who have other examples of teaching creativity and innovation that has been spurred by the availability of technology in the classroom, and teacher determination to use it well. For those on the NIFL- AALPD list who wish to join the conversation on the NIFL Technology list, to subscribe, go to http://www.nifl.gov/mailman/listinfo/Technology Cristina, did you and your colleague make all of these resources at http://virtual-waters.tripod.com/workingstudents.htm Did your students help to make them? If so, tell us more about how you got students involved, and how they learned to use the electronic tools. For example, could you tell us a little about the avatars on the English Quill site? http://thenglishquill.blogspot.com/ (It appears to me that they are not currently functioning -- at least not on my Mac -- perhaps because the subscription has lapsed, but I am curious about how they did function and why you chose to add them to the blog. Perhaps you could reply to this on the NIFL Technology discussion list, or reply to me by email.) Thanks very much for your post, Cristina. I wonder if others have examples of creativity and innovation that could be added to the ALE Wiki page. David J. Rosen djrosen at comcast.net On May 8, 2007, at 6:30 AM, Cristina Mendes-Da-Costa wrote: > Dear David, > > > > I used to teach EFL at the Portuguese Navy and there was not much > space allowed for creativity and innovation, but when there is a > willing there is a way. > > And while many of the teachers held, and still hold on to those > very grey books, A colleague and myself decided to bring some color > into that educational setting. We started using the web to enhance > learning and motivate the students. You can see here some of the > examples I engaged my students with: http://virtual- > waters.tripod.com/workingstudents.htm > > > > The students generally loved it. They were enthusiastic, being pro- > active and participating in class in amore meaningful way. And they > were also being quite creative, I must say. > > > > Most of the colleagues never embraced those approaches as it was > ?too much trouble?. Being creative and innovative doesn?t lessen > the work, I am afraid, but it does make the difference. My > colleague and I felt we had achieved something: meaningful > learning. We are still trying to follow the learning with the use > technologies approach. My friend is now using blogs with primary > students (see my blog for further information on that: http:// > eduspaces.net/cristinacost/weblog/168236.html ) and I am working at > the University of Salford, trying to engage staff in the effective > use of technologies. > > I think the web 2.0 is a fertile field for creativity yet to be > explored (by most people). > > > > Thanks for sharing the wiki link. It has interesting, useful > information in it. > > > > Kindly, > > > > > > Cristina Costa > ???????????????????. > Learning Technologies Development Officer > Research and Graduate College > University of Salford > Tel: +44 (0)161 295 6751 > > > > > From: professionaldevelopment-bounces at nifl.gov > [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of > David J. Rosen > Sent: 08 May 2007 03:27 > To: The Adult Literacy Professional Development Discussion List > Subject: [ProfessionalDevelopment 1032] Creativity and > Innovation,Fabric of History, Shakespeare in Jail > > > > PD Colleagues, > > > > In March of this year, I posted some questions here about > nourishing creativity and innovation: > > > > If you are a teacher, does your program or school nourish creativity > > and innovation? If so, how does this happen? > > > > If you are a professional developer, how do your professional > > development efforts nourish creativity and innovation? > > > > Does your state ABE system nourish these? If so, how? > > > > How do _you_ nourish creativity and innovation in your work and in > > the work of your colleagues? > > > > You will find at > > > > http://wiki.literacytent.org/index.php/Creativity_and_Innovation > > > > a list of possible sources ? and examples ? of teacher creativity > > and innovation in adult literacy education. > > > > What other sources and examples are you aware of? > > > > To contribute your ideas of sources or examples, reply to this > > message on the Professional Development discussion list and/or add > > them to the above wiki page. > > > > The Adult Literacy Education Wiki page, > > > > http://wiki.literacytent.org/index.php/Creativity_and_Innovation > > > > has been updated, and now includes, among other things: > > > > + a link to the Fabric of History, a creative American History > curriculum that builds on students' interest in clothing and > fashion statements by helping them develop a framework of important > dates and events in U.S. history through an exploration of clothing > and style in the years 1600-1980. The curriculum includes > timelines, pictures, readings, formal and informal writing > assignments, multiple choice practice, and suggestions for > interpreting and synthesizing new information through visual, > kinesthetic, and interpersonal activities. > > > > + a link to Shakespeare in Jail, a two-part article about an > exciting program in a women's correction institution through which > teaching Shakespeare came alive for students through film, reading > and discussion. > > > > I hope you will visit -- and add other examples to -- the > Creativity and Innovation Wiki page. > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > ---------------------------------------------------- > National Institute for Literacy > Adult Literacy Professional Development mailing list > ProfessionalDevelopment at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/professionaldevelopment > Email delivered to djrosen at comcast.net > > Professional Development section of the Adult Literacy Education Wiki > http://wiki.literacytent.org/index.php/ > Adult_Literacy_Professional_Development From djrosen at comcast.net Wed May 9 09:15:57 2007 From: djrosen at comcast.net (David J. Rosen) Date: Wed, 9 May 2007 09:15:57 -0400 Subject: [Technology 994] Re: M-learning through cell phones In-Reply-To: <30D2C945E07BB743B34975D8B146A9BF01A12FD2@mailbe-la03.lausd.net> References: <30D2C945E07BB743B34975D8B146A9BF01A12FD2@mailbe-la03.lausd.net> Message-ID: Barry, Perhaps we could try that on this list. Could you prepare the instructions and pick a day that we all would post, perhaps next Monday. Perhaps we could all capture images of "literacies" (signs, posters, billboards, icons, people engaged in reading and writing outside the classroom, etc.) The result might be a "literacies" collage of pictures. On flickr, can you caption your photo? If so, that might make it even more interesting. David David J. Rosen djrosen at comcast.net On May 8, 2007, at 6:49 PM, Bakin, Barry wrote: > Perhaps you all have encountered this before but this is a first > for me. Looking out the window of my office in downtown L.A. one > has a great view of the billowing clouds of smoke coming from a > fire that broke out in the Griffith Park area of Los Angeles a few > hours ago. Wanting to get more information about the fire and in > particular about how it might be affecting freeway traffic for my > commute home, I googled "fire in griffith park" and in addition to > some news reports, found a link to a local weblog that said "People > are putting up photos all over Flickr. The tag is here." Clicking > on the link brought me to http://www.flickr.com/search/?q=griffith > +park+fire&s=rec which indeed claims to have some 300+ photos > posted already. > > I got to wondering about how this could all be used in a teaching > context, especially in light of recent discussions in this forum > and others about incorporating mobile technologies into adult > education. What if teachers worldwide, communicating through email, > set up a common assignment such as "Sometime today, post pictures > to flickr (or some other website that allows photos to be posted > directly from cellphones)of a family doing something together and > tag the photos with the same descriptor which is "Family Activity > ESL" or something very specific." Students would then be sent out > to capture images on their cellphones as homework and they would > send them directly to the flickr. The next day, all of the students > could type in the search term to see the images that were posted > from all over the world and use them as the basis for discussion or > writing assignments in their own classes or between classes or > individuals worldwide... > > Just thinking outloud here... > > Barry Bakin > > Pacoima Skills Center > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net From joyess1 at gmail.com Tue May 8 23:41:49 2007 From: joyess1 at gmail.com (Lissa probus) Date: Tue, 8 May 2007 23:41:49 -0400 Subject: [Technology 995] Re: M-learning through cell phones In-Reply-To: <30D2C945E07BB743B34975D8B146A9BF01A12FD2@mailbe-la03.lausd.net> References: <2D62B48978AC054FA60620231E644C3702194D70@exchange.office.league.org> <30D2C945E07BB743B34975D8B146A9BF01A12FD2@mailbe-la03.lausd.net> Message-ID: <9c70ff110705082041g30a5d3e0wd5d4f4e72010bd5a@mail.gmail.com> Oh Barry, thats brilliant! On 5/8/07, Bakin, Barry wrote: > > Perhaps you all have encountered this before but this is a first for me. > Looking out the window of my office in downtown L.A. one has a great view > of the billowing clouds of smoke coming from a fire that broke out in the > Griffith Park area of Los Angeles a few hours ago. Wanting to get more > information about the fire and in particular about how it might be affecting > freeway traffic for my commute home, I googled "fire in griffith park" and > in addition to some news reports, found a link to a local weblog that said > "People are putting up photos all over Flickr. The tag is here." Clicking on > the link brought me to > *http://www.flickr.com/search/?q=griffith+park+fire&s=rec* which > indeed claims to have some 300+ photos posted already. > > I got to wondering about how this could all be used in a teaching context, > especially in light of recent discussions in this forum and others about > incorporating mobile technologies into adult education. What if teachers > worldwide, communicating through email, set up a common assignment such as > "Sometime today, post pictures to flickr (or some other website that allows > photos to be posted directly from cellphones)of a family doing something > together and tag the photos with the same descriptor which is "Family > Activity ESL" or something very specific." Students would then be sent out > to capture images on their cellphones as homework and they would send them > directly to the flickr. The next day, all of the students could type in the > search term to see the images that were posted from all over the world and > use them as the basis for discussion or writing assignments in their own > classes or between classes or individuals worldwide... > > Just thinking outloud here... > > Barry Bakin > > Pacoima Skills Center > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to joyess1 at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070508/50f9da30/attachment.html From Paul.Fletcher-McGookin at prin.edu Wed May 9 14:57:32 2007 From: Paul.Fletcher-McGookin at prin.edu (Paul Fletcher-McGookin) Date: Wed, 9 May 2007 13:57:32 -0500 Subject: [Technology 996] Re: M-learning through cell phones In-Reply-To: References: <30D2C945E07BB743B34975D8B146A9BF01A12FD2@mailbe-la03.lausd.net> Message-ID: I love your enthusiasm you all. There is one glitch that we should prepare to discuss. Unfortunately, there are those who would love to slip an inappropriate photo into the mix. It's imperative that the teacher put the pictures in the file after reviewing them. I really hate saying this and don't want to enable one person to thwart a super idea. We just need to take some precautions. ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Tuesday, May 08, 2007 10:25 PM To: The Technology and Literacy Discussion List Subject: [Technology 991] Re: M-learning through cell phones Hi Barry, How about a class project where students discuss family events. Each student could send their photos to flickr to share with the class (if the class has computer access). Then the students could do an oral report in English to go along with the photo. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -----technology-bounces at nifl.gov wrote: ----- To: "The Technology and Literacy Discussion List" From: "Bakin, Barry" Sent by: technology-bounces at nifl.gov Date: 05/08/2007 03:49PM Subject: [Technology 990] Re: M-learning through cell phones Perhaps you all have encountered this before but this is a first for me. Looking out the window of my office in downtown L.A. one has a great view of the billowing clouds of smoke coming from a fire that broke out in the Griffith Park area of Los Angeles a few hours ago. Wanting to get more information about the fire and in particular about how it might be affecting freeway traffic for my commute home, I googled "fire in griffith park" and in addition to some news reports, found a link to a local weblog that said "People are putting up photos all over Flickr. The tag is here." Clicking on the link brought me to http://www.flickr.com/search/?q=griffith+park+fire&s=rec which indeed claims to have some 300+ photos posted already. I got to wondering about how this could all be used in a teaching context, especially in light of recent discussions in this forum and others about incorporating mobile technologies into adult education. What if teachers worldwide, communicating through email, set up a common assignment such as "Sometime today, post pictures to flickr (or some other website that allows photos to be posted directly from cellphones)of a family doing something together and tag the photos with the same descriptor which is "Family Activity ESL" or something very specific." Students would then be sent out to capture images on their cellphones as homework and they would send them directly to the flickr. The next day, all of the students could type in the search term to see the images that were posted from all over the world and use them as the basis for discussion or writing assignments in their own classes or between classes or individuals worldwide... Just thinking outloud here... Barry Bakin Pacoima Skills Center ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070509/abc43e07/attachment.html From Barry.Burkett at Franklin.kyschools.us Thu May 10 10:07:55 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Thu, 10 May 2007 10:07:55 -0400 Subject: [Technology 997] Re: M-learning through cell phones In-Reply-To: Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC0198F110@ED181X1.franklin.ketsds.net> Paul, First, in the adult literacy realm an inappropriate picture or remark allows for discourse, debate and learning. A group can talk about the merit's of the photo, its purpose, is it necessary, why is it necessary, etc. Photography is creativity and the use of inappropriate material can challenge the status quo, and what was once ugly and disturbing can be viewed as beautiful and exciting. If by inappropriate photo you are referring to pornography then a discussion could revolve about the roll of nudes in art. Is a nude pornographic? Why is it pornographic? Is the picture erotic? Why is it erotic, and what is the difference between nudes and eroticism? Heck, this sounds like a fun lesson plan, seriously. This is actually a lesson plan I did with a class in which I shared my art and sketch books. Both sexes of students were shocked by the nudes, so I brought in several works of art, some nudes and other suggestive photos of fruit, it made for a lively interesting discussion and debate. I was a new teacher at the time, so my lesson plan was not as firm as it could have been. But from the introduction topic the class then performed a KWHL, performed research, and held a class forum to come to a conclusion. The next question about the inappropriateness of work is what is the student's purpose of introducing the material? In general I would argue that the student would know the work is not suited for the class. So why then would that student introduce it? For this I would argue to throw the teacher a curve ball, to create a power-shift in the class, and if this is the case is it worth succumbing to the student's aim at controlling the teacher in the teacher's classroom? Once again I would argue to turn the table on the student by not being flustered but by using the work as an example and create discourse. This recently happened in a class where a student continuously dropped the F-bomb into her work. The piece was read to the class, as the other works were, and the class "work shopped" the piece afterwards, from the workshop the class concluded that the swearing detracted from the over-all merits of the piece. The author revised and resubmitted her piece, without the swearing. Once again, this is how I handle it, there are teachers that I work with who do not agree. I was one of those students who tried to make the teacher flutter, and it was the teacher who took my project seriously and created debate that helped me the most... that's probably why I do it. Also, I teach adults, I don't know if I could have the same conversation in the K-12 system. Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 "Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination" - Albert Einstein ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Paul Fletcher-McGookin Sent: Wednesday, May 09, 2007 2:58 PM To: The Technology and Literacy Discussion List Subject: [Technology 996] Re: M-learning through cell phones I love your enthusiasm you all. There is one glitch that we should prepare to discuss. Unfortunately, there are those who would love to slip an inappropriate photo into the mix. It's imperative that the teacher put the pictures in the file after reviewing them. I really hate saying this and don't want to enable one person to thwart a super idea. We just need to take some precautions. ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Tuesday, May 08, 2007 10:25 PM To: The Technology and Literacy Discussion List Subject: [Technology 991] Re: M-learning through cell phones Hi Barry, How about a class project where students discuss family events. Each student could send their photos to flickr to share with the class (if the class has computer access). Then the students could do an oral report in English to go along with the photo. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -----technology-bounces at nifl.gov wrote: ----- To: "The Technology and Literacy Discussion List" From: "Bakin, Barry" Sent by: technology-bounces at nifl.gov Date: 05/08/2007 03:49PM Subject: [Technology 990] Re: M-learning through cell phones Perhaps you all have encountered this before but this is a first for me. Looking out the window of my office in downtown L.A. one has a great view of the billowing clouds of smoke coming from a fire that broke out in the Griffith Park area of Los Angeles a few hours ago. Wanting to get more information about the fire and in particular about how it might be affecting freeway traffic for my commute home, I googled "fire in griffith park" and in addition to some news reports, found a link to a local weblog that said "People are putting up photos all over Flickr. The tag is here." Clicking on the link brought me to http://www.flickr.com/search/?q=griffith+park+fire&s=rec which indeed claims to have some 300+ photos posted already. I got to wondering about how this could all be used in a teaching context, especially in light of recent discussions in this forum and others about incorporating mobile technologies into adult education. What if teachers worldwide, communicating through email, set up a common assignment such as "Sometime today, post pictures to flickr (or some other website that allows photos to be posted directly from cellphones)of a family doing something together and tag the photos with the same descriptor which is "Family Activity ESL" or something very specific." Students would then be sent out to capture images on their cellphones as homework and they would send them directly to the flickr. The next day, all of the students could type in the search term to see the images that were posted from all over the world and use them as the basis for discussion or writing assignments in their own classes or between classes or individuals worldwide... Just thinking outloud here... Barry Bakin Pacoima Skills Center ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070510/5bd84969/attachment.html From vanillaicy at hotmail.co.uk Thu May 10 11:33:08 2007 From: vanillaicy at hotmail.co.uk (Aliya AbdulLatif) Date: Thu, 10 May 2007 15:33:08 +0000 Subject: [Technology 998] Re: Online Multimedia E-Book In-Reply-To: <5B5DF9F227918548AD5FF668A2E84EBC0198EFA3@ED181X1.franklin.ketsds.net> Message-ID: Hi You can create your own projects using the right tools and encourage learners to do the same. E-Learning is a valuable learning tool. I have created a creativity project and would like some feedback. http://sitekreator.com/naila/main_page.html Thank you Aliya _________________________________________________________________ Could you be the guest MSN Movies presenter? Click Here to Audition http://www.lightscameraaudition.co.uk From MMaralit at NIFL.gov Thu May 10 11:55:05 2007 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Thu, 10 May 2007 11:55:05 -0400 Subject: [Technology 999] Latest NAAL Report -- Literacy Behind Bars Message-ID: <4062487BDB6029428A763CAEF4E1FE5B15382A2E@wdcrobe2m03.ed.gov> Forwarded by request: Literacy Behind Bars The National Center for Education Statistics (NCES) has just released Literacy Behind Bars: Results From the 2003 National Assessment of Adult Literacy Prison Survey. This report presents findings on the literacy skills of incarcerated adults and analyzes the changes in these skills since the 1992 National Adult Literacy Survey (NALS). Major findings include the following: * The average Prose, Document, and Quantitative literacy scores of the prison population were higher in 2003 than in 1992. * Prison inmates had lower average prose, document, and quantitative literacy than adults living in households. On average, inmates also had lower levels of educational attainment than adults living in households. * In general, either prison inmates had lower average Prose, Document, and Quantitative literacy than adults living in households with the same level of educational attainment or there was no statistically significant difference between the two groups. The exception was that among adults without any high school education, prison inmates had higher average literacy on all three scales than adults living in households. * In 2003, 37 percent of the prison population did not have a high school diploma or a GED, compared with 49 percent in 1992. * Incarcerated White adults had lower average prose literacy than White adults living in households. Incarcerated Black and Hispanic adults had higher average prose literacy than Black and Hispanic adults living in households. * Between 1992 and 2003, average prose and quantitative literacy levels increased for prison inmates who were Black, male, or in the 25- to 39-year-old age group. For more information, please check NAAL web site at: nces.ed.gov/NAAL. Jaleh Behroozi Soroui Education Statistics Services Institute (ESSI) American Institutes for Research 1990 K Street, NW Suite 500 Washington, DC 20006 Phone: 202/403-6958 email: jsoroui at air.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070510/e1596670/attachment.html From MariannF at lacnyc.org Fri May 11 10:51:15 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Fri, 11 May 2007 10:51:15 -0400 Subject: [Technology 1000] Discussion Topic: Going the Distance: Online and Blended Models of Sustained Professional Development Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB843FF11@lac-exch.lacnyc.local> Colleagues: The following discussion is taking place on the Adult Literacy Professional Development Discussion List - my apologies for not alerting you earlier about the first part of this discussion. Please read below for a description of each part. To subscribe to this discussion and to view the archives so you can catch up on posts from this week, go to: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment Also, Jackie, Taylor, the Moderator of that List, has built a section on the Wiki where resources, additional information, and the discussion threads are being posted. Go to: http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development - information on this discussion can be found in the upper right hand corner: see "Going the Distance". Regards, Mariann ============================================================= Discussion Topic: Going the Distance: Online and Blended Models of Sustained Professional Development Where held: The Adult Literacy Professional Development Discussion List Part I: Discussion Primer - May 7-13, 2007 Part II: Discussion with Guests - May 14 - 21, 2007 To participate, subscribe: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment Guest Participants (Biographies): http://tinyurl.com/yrtktz Moderator: Jackie Taylor, jataylor at utk.edu Preparation for Discussion: http://tinyurl.com/242bpg This is a two-part discussion. _Part I_ is a "discussion primer" and begins before the guest discussion. _Part II_ is the online discussion with Guest Participants, including _both_ asynchronous discussion and "real-time" opportunities. ============================================================= General Overview Join the Adult Literacy Professional Development Discussion List to explore development, design, and facilitation considerations and implications with online and blended models of professional development. Subscribers will have the opportunity to view a Pod cast of the face-to-face panel discussion at the AALPD PreConference at COABE, interact with panelists and additional guests online, and plan next steps. Part I: Discussion Primer - What's Available in Online Professional Development?" When: May 7-13, 2007 Join the list to share your state or organization's initiatives in providing online professional development, or to learn what is available to you in online professional development, any costs involved, whether credits (CEUs) are available, and more. Part II: Guest Discussion - "Going the Distance: Online and Blended Models of Sustained Professional Development" When: May 14 - 21, 2007 Join the list to participate in a guest discussion of online and blended professional development and professional development-at-a-distance. ================================================================ Topics include (but are not limited to): Teachers and Administrators: ** Sharing qualities that attract practitioners to online and blended professional development and offering recommendations for designers/developers; ** Browsing online courses/tools from various providers and interacting with online course facilitators; ** Discussing considerations in selecting online professional development and supporting participation; Designers and Developers: ** Sharing strategies and considerations for online and blended professional development and professional development-at-a-distance; ** Examining ways to blend technology tools and other design implications to enhance professional development; ** Exploring strategies for evaluating the effectiveness of online and blended models; Online Facilitators (DE Teachers, Professional Developers, List Moderators): ** Considering what skills and qualities make a good online presenter/trainer; ** Sharing practical techniques, including facilitating interactivity and improving teacher retention; All: ** Discussing quality considerations specific to the online environment; and ** Developing action agendas as individuals, teams, or as a field to advance online and blended professional development opportunities. This discussion will build and expand upon issues explored in the recent AALPD PreConference at COABE, "Exploring the Potential for Online Professional Development." http://www.aalpd.org/training/2007coabepreconference_agenda.html ================================================================ GUESTS Marie Cora ~ Adult Education Consultant Barbara (Bee) Dieu ~ Educator and life long learner. Member Tesol EVO and Braz-Tesol EduTech SIG Coordinator Kristine Marane G?ngora ~ Instructional Designer, ProLiteracy Worldwide Dr. Dafne Gonz?lez ~ Full Professor, Universidad Simon Bolivar, Caracas, Venezuela; TESOL EVO Crystal Hack ~ GED-i Coordinator, Center for the Application of Information Technologies (CAIT), Western Illinois University Dr. Elizabeth Hanson-Smith ~ Professor Emeritus at CSU, Sacramento; TESOL EVO Debra L. Hargrove, Ed.D. ~ Coordinator Florida TechNet Noreen S. Lopez ~ Adult Education Consultant Susan Ohlsen ~ Project Manager, ProLiteracy America, Verizon Literacy Network Dr. Leslie Petty ~ Associate Director, Project IDEAL, University of Michigan Tim Ponder ~ Ohio Literacy Resource Center (OLRC) Sharon Reynolds ~ Coordinator, Central/Southeast ABLE Resource Center, Ohio University, Athens, Ohio Lynda Terrill ~ Technical Assistance and Web Coordinator, Center for Adult English Language Acquisition, Center for Applied Linguistics, Washington, DC Marian Thacher ~ Director, Outreach and Technical Assistance Network (OTAN) ================================================================ Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070511/0663668a/attachment.html From MariannF at lacnyc.org Fri May 11 11:12:42 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Fri, 11 May 2007 11:12:42 -0400 Subject: [Technology 1001] FW: National Teacher Certification Standards Survey - please participate Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB843FF1A@lac-exch.lacnyc.local> Dear tech list Colleagues, The below request to participate in a survey related to Adult Ed. Teaching certification was sent to me. I thought some of you may be interested in weighing in. Regards, Mariann Mariann Fedele Associate Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ Dear Colleagues, We are investigating nationally teacher certification standards in the field of Adult Education through a research grant funded by the Florida Department of Education, Adult Education State Leadership grant. We have developed a brief on-line survey to solicit opinions about adult education certification standards. Please take a few moments to complete our survey? It should only take 5 to 10 minutes to complete. In order to provide as many adult education leaders as possible the opportunity to respond to this survey, I hope you are willing to forward this e-mail to your colleagues in the field. Individuals need only click on this link: http://www.surveymonkey.com/s.asp?u=135473652940 to be taken to the survey website. If this link does not automatically activate when you click on it, you may copy, cut and paste it directly into your web browser address bar and hit "enter" to take you directly to the on-line survey. Individual responses to this survey are anonymous and individual programs will not be identified in the report of this research (only aggregated data will be reported). Of course, participation in this survey is completely voluntary and individuals may choose not to participate or may cease participation at any time without penalty. If you or your colleagues have any questions about this research, please contact me via e-mail Susan.Earl at RSAConsulting.org or by phone (863) 529-5907. Additionally, if anyone would like a copy of the survey results, please drop me an e-mail and I'll be happy to forward our report. Thanks in advance for assisting us in our efforts to add to the body of literature for adult education and teacher certification efforts. Sincerely, Susan M. Alach-Earl, Principal Research, Strategy & Analytics, LLC 4953 Southfork Drive Lakeland, FL 33813 Phone: (863) 529-5907 Fax: (863) 647-0966 E-mail: Susan.Earl at RSAConsulting.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070511/b74afc74/attachment.html From djrosen at comcast.net Sun May 13 07:28:35 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sun, 13 May 2007 07:28:35 -0400 Subject: [Technology 1002] Reading Companion Message-ID: <594E489E-F682-43DF-8E83-802850F46CD7@comcast.net> Colleagues, I wonder if you have used IBM's Reading Companion software. On the Reading Companion web site it is described as a "web-based literacy grant initiative that uses voice recognition technology to help children and adults learn how to read." It is available free to (selected) agencies that offer adult literacy services. Here's a description from the web site: "Developed by IBM researchers working in partnership with schools and not-for-profit organizations, Reading Companion is an effective and easy-to-use technology that assists individuals as they learn to read. This innovative software 'listens' and provides feedback, enabling emerging readers to practice reading and their English pronunciation as they acquire fundamental reading skills. How it works Users log on to the Reading Companion web site and are presented with material to read. An on-screen mentor, or companion, "reads" a phrase to the user and then provides an opportunity for the user to read the material, using a headset microphone. (Depending on the accuracy of what was read, the companion provides positive reinforcement (e.g., "You sound great!"), gives the user an opportunity to try again, or offers the correct reading of the words on the screen. As the user's skill improves, the technology reads less material so that the learner reads more." http://www.readingcompanion.org/aboutUs.html If you have used this software, have your students found it helpful? Have you found it effective? Is it helpful for literacy level ESOL students, and with beginning new readers? David J. Rosen djrosen at comcast.net From djrosen at comcast.net Sun May 13 08:03:06 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sun, 13 May 2007 08:03:06 -0400 Subject: [Technology 1003] m-learning page updated, cell phone and literacy curriculum Message-ID: <967599FE-876E-4E24-855F-2A690CC190C1@comcast.net> Technology Colleagues, I have updated the mobile learning (m-learning) resources page, on The Literacy List, at http://alri.org/litlist/mlearning.html It includes information and examples from around the world about how handhelds, i.e. mobile or cell phones, pdas and other handheld devices -- Personal Learning Assistants (PLAs) -- are being used for education of adults and out-of-school youth. Please let me know if you have other resources that you suggest I add to this page. Also, if you know of a curriculum that integrates teaching basic literacy in English and mobile (cell) phone use, please let me know about it. It could be for native speakers or English Language Learners. Thanks. David J. Rosen djrosen at comcast.net From ksandmanhurley at sandiego.gov Sun May 13 17:38:27 2007 From: ksandmanhurley at sandiego.gov (Kelli Sandman-Hurley) Date: Sun, 13 May 2007 14:38:27 -0700 Subject: [Technology 1003] Blogs Message-ID: Hello all: I am wondering if any of you know of a blog written/hosted by literacy learners (not ESL) for learners. If so, do you have the web address and do you know of the level of success it has experienced? Thank you, Kelli Sandman-Hurley Kelli Sandman-Hurley, M.S. Literacy Tutor/Learner Coordinator READ/San Diego 619-527-5480 ksandmanhurley at sandiego.gov From capemacca at yahoo.ca Sun May 13 16:27:41 2007 From: capemacca at yahoo.ca (Jane MacDonald) Date: Sun, 13 May 2007 16:27:41 -0400 (EDT) Subject: [Technology 1004] Re: Reading Companion In-Reply-To: <594E489E-F682-43DF-8E83-802850F46CD7@comcast.net> Message-ID: <606323.24665.qm@web51101.mail.re2.yahoo.com> David I have 6 sites on Cape Breton Island presently using the Reading Companion software and the instructors involved feel it is more appropriate for very beginning readers and perhaps even better for ESOL. The books are basic and for more experienced readers, the instructors involved say there is not enough of a story line in the readers to hold their interest. The stories are limited to 8 pages and very little text on each page. Ideal for beginning readers however. Regards Jane "David J. Rosen" wrote: Colleagues, I wonder if you have used IBM's Reading Companion software. On the Reading Companion web site it is described as a "web-based literacy grant initiative that uses voice recognition technology to help children and adults learn how to read." It is available free to (selected) agencies that offer adult literacy services. Here's a description from the web site: "Developed by IBM researchers working in partnership with schools and not-for-profit organizations, Reading Companion is an effective and easy-to-use technology that assists individuals as they learn to read. This innovative software 'listens' and provides feedback, enabling emerging readers to practice reading and their English pronunciation as they acquire fundamental reading skills. How it works Users log on to the Reading Companion web site and are presented with material to read. An on-screen mentor, or companion, "reads" a phrase to the user and then provides an opportunity for the user to read the material, using a headset microphone. (Depending on the accuracy of what was read, the companion provides positive reinforcement (e.g., "You sound great!"), gives the user an opportunity to try again, or offers the correct reading of the words on the screen. As the user's skill improves, the technology reads less material so that the learner reads more." http://www.readingcompanion.org/aboutUs.html If you have used this software, have your students found it helpful? Have you found it effective? Is it helpful for literacy level ESOL students, and with beginning new readers? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to capemacca at yahoo.ca Jane MacDonald - Project Coordinator Advancing Learning Technology Literacy Nova Scotia Phone:1-902-562-1043 Cell:1-902-561-2155 Fax:1-902-567-0101 Website: http://alt.ns.literacy.ca --------------------------------- Be smarter than spam. See how smart SpamGuard is at giving junk email the boot with the All-new Yahoo! Mail -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070513/5b0001f8/attachment.html From wbquinones at comcast.net Mon May 14 12:37:01 2007 From: wbquinones at comcast.net (Wendy Quinones) Date: Mon, 14 May 2007 12:37:01 -0400 Subject: [Technology 1005] Re: M-learning through cell phones References: <30D2C945E07BB743B34975D8B146A9BF01A12FD2@mailbe-la03.lausd.net> Message-ID: <01fa01c79646$195645f0$a500a8c0@nscdd05> MessageThis is a brilliant idea! My only reservation is that I recently tried to use Flickr for some vacation pics, and some people couldn't log on at all; others had to set up a Yahoo account. Perhaps there's a more userr-friendly platform? I finally just went to Yahoo photos, with which you send an email to people to invite them to view the photos. And you can caption photos on both platforms. Wendy ----- Original Message ----- From: Bakin, Barry To: The Technology and Literacy Discussion List Sent: Tuesday, May 08, 2007 6:49 PM Subject: [Technology 990] Re: M-learning through cell phones Perhaps you all have encountered this before but this is a first for me. Looking out the window of my office in downtown L.A. one has a great view of the billowing clouds of smoke coming from a fire that broke out in the Griffith Park area of Los Angeles a few hours ago. Wanting to get more information about the fire and in particular about how it might be affecting freeway traffic for my commute home, I googled "fire in griffith park" and in addition to some news reports, found a link to a local weblog that said "People are putting up photos all over Flickr. The tag is here." Clicking on the link brought me to http://www.flickr.com/search/?q=griffith+park+fire&s=rec which indeed claims to have some 300+ photos posted already. I got to wondering about how this could all be used in a teaching context, especially in light of recent discussions in this forum and others about incorporating mobile technologies into adult education. What if teachers worldwide, communicating through email, set up a common assignment such as "Sometime today, post pictures to flickr (or some other website that allows photos to be posted directly from cellphones)of a family doing something together and tag the photos with the same descriptor which is "Family Activity ESL" or something very specific." Students would then be sent out to capture images on their cellphones as homework and they would send them directly to the flickr. The next day, all of the students could type in the search term to see the images that were posted from all over the world and use them as the basis for discussion or writing assignments in their own classes or between classes or individuals worldwide... Just thinking outloud here... Barry Bakin Pacoima Skills Center ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wbquinones at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070514/4a41db16/attachment.html From HSilver-Pacuilla at air.org Mon May 14 13:29:17 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Mon, 14 May 2007 13:29:17 -0400 Subject: [Technology 1006] Re: Technology Digest, Vol 20, Issue 15 References: Message-ID: Jane, are your sites part of any evaluation of the software in adult ed sites that will be published? I know that IBM does a lot of continued development on products at beta sites - is that what is going on? Their site says that they are no longer accepting "grant" sites where the software can be installed. Thanks - Heidi Heidi Silver-Pacuilla, Ph.D. American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) ________________________________ From: technology-bounces at nifl.gov on behalf of technology-request at nifl.gov Sent: Mon 5/14/2007 12:00 PM To: technology at nifl.gov Subject: Technology Digest, Vol 20, Issue 15 Send Technology mailing list submissions to technology at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/technology or, via email, send a message with subject or body 'help' to technology-request at nifl.gov You can reach the person managing the list at technology-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of Technology digest..." Today's Topics: 1. [Technology 1003] Blogs (Kelli Sandman-Hurley) 2. [Technology 1004] Re: Reading Companion (Jane MacDonald) ---------------------------------------------------------------------- Message: 1 Date: Sun, 13 May 2007 14:38:27 -0700 From: "Kelli Sandman-Hurley" Subject: [Technology 1003] Blogs To: technology at nifl.gov Message-ID: Content-Type: text/plain; charset=us-ascii Hello all: I am wondering if any of you know of a blog written/hosted by literacy learners (not ESL) for learners. If so, do you have the web address and do you know of the level of success it has experienced? Thank you, Kelli Sandman-Hurley Kelli Sandman-Hurley, M.S. Literacy Tutor/Learner Coordinator READ/San Diego 619-527-5480 ksandmanhurley at sandiego.gov ------------------------------ Message: 2 Date: Sun, 13 May 2007 16:27:41 -0400 (EDT) From: Jane MacDonald Subject: [Technology 1004] Re: Reading Companion To: The Technology and Literacy Discussion List Message-ID: <606323.24665.qm at web51101.mail.re2.yahoo.com> Content-Type: text/plain; charset="iso-8859-1" David I have 6 sites on Cape Breton Island presently using the Reading Companion software and the instructors involved feel it is more appropriate for very beginning readers and perhaps even better for ESOL. The books are basic and for more experienced readers, the instructors involved say there is not enough of a story line in the readers to hold their interest. The stories are limited to 8 pages and very little text on each page. Ideal for beginning readers however. Regards Jane "David J. Rosen" wrote: Colleagues, I wonder if you have used IBM's Reading Companion software. On the Reading Companion web site it is described as a "web-based literacy grant initiative that uses voice recognition technology to help children and adults learn how to read." It is available free to (selected) agencies that offer adult literacy services. Here's a description from the web site: "Developed by IBM researchers working in partnership with schools and not-for-profit organizations, Reading Companion is an effective and easy-to-use technology that assists individuals as they learn to read. This innovative software 'listens' and provides feedback, enabling emerging readers to practice reading and their English pronunciation as they acquire fundamental reading skills. How it works Users log on to the Reading Companion web site and are presented with material to read. An on-screen mentor, or companion, "reads" a phrase to the user and then provides an opportunity for the user to read the material, using a headset microphone. (Depending on the accuracy of what was read, the companion provides positive reinforcement (e.g., "You sound great!"), gives the user an opportunity to try again, or offers the correct reading of the words on the screen. As the user's skill improves, the technology reads less material so that the learner reads more." http://www.readingcompanion.org/aboutUs.html If you have used this software, have your students found it helpful? Have you found it effective? Is it helpful for literacy level ESOL students, and with beginning new readers? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to capemacca at yahoo.ca Jane MacDonald - Project Coordinator Advancing Learning Technology Literacy Nova Scotia Phone:1-902-562-1043 Cell:1-902-561-2155 Fax:1-902-567-0101 Website: http://alt.ns.literacy.ca --------------------------------- Be smarter than spam. See how smart SpamGuard is at giving junk email the boot with the All-new Yahoo! Mail -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070513/5b0001f8/attachment-0001.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 20, Issue 15 ****************************************** -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8724 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070514/4dbd1ad5/attachment.bin From millerpau at sbpl.org Mon May 14 15:58:17 2007 From: millerpau at sbpl.org (Paula Miller) Date: Mon, 14 May 2007 11:58:17 -0800 Subject: [Technology 1007] Re: Reading Companion In-Reply-To: <594E489E-F682-43DF-8E83-802850F46CD7@comcast.net> Message-ID: I am interested in this program or website, but upon reviewing the usage and partner areas it seems I can not use it. Paula Miller, Literacy Program Coordinator San Bernardino Public Library Jack L. Hill Literacy Center 555 West 6th St. San Bernardino, CA 92410-3001 P- (909) 381-8207, F- (909) 384-9882 pjmiller at sbpl.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]On Behalf Of David J. Rosen Sent: Sunday, May 13, 2007 3:29 AM To: The Technology and Literacy Discussion List; The Adult English Language Learners Discussion List Subject: [Technology 1002] Reading Companion Colleagues, I wonder if you have used IBM's Reading Companion software. On the Reading Companion web site it is described as a "web-based literacy grant initiative that uses voice recognition technology to help children and adults learn how to read." It is available free to (selected) agencies that offer adult literacy services. Here's a description from the web site: "Developed by IBM researchers working in partnership with schools and not-for-profit organizations, Reading Companion is an effective and easy-to-use technology that assists individuals as they learn to read. This innovative software 'listens' and provides feedback, enabling emerging readers to practice reading and their English pronunciation as they acquire fundamental reading skills. How it works Users log on to the Reading Companion web site and are presented with material to read. An on-screen mentor, or companion, "reads" a phrase to the user and then provides an opportunity for the user to read the material, using a headset microphone. (Depending on the accuracy of what was read, the companion provides positive reinforcement (e.g., "You sound great!"), gives the user an opportunity to try again, or offers the correct reading of the words on the screen. As the user's skill improves, the technology reads less material so that the learner reads more." http://www.readingcompanion.org/aboutUs.html If you have used this software, have your students found it helpful? Have you found it effective? Is it helpful for literacy level ESOL students, and with beginning new readers? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to millerpau at sbpl.org From capemacca at yahoo.ca Mon May 14 15:53:24 2007 From: capemacca at yahoo.ca (Jane MacDonald) Date: Mon, 14 May 2007 15:53:24 -0400 (EDT) Subject: [Technology 1008] Re: Reading Companion In-Reply-To: Message-ID: <943744.1594.qm@web51107.mail.re2.yahoo.com> Paula I didn't think I would be able to have access to Reading Companion but I called and discussed the situation and presented a different model. They invited me to put in a proposal based on that model and it was approved. I administer 6 sites. They will be reopening for new proposals in 2008, I believe Jane MacDonald - Project Coordinator Advancing Learning Technology Literacy Nova Scotia Phone:1-902-562-1043 Cell:1-902-561-2155 Fax:1-902-567-0101 Website: http://alt.ns.literacy.ca Paula Miller wrote: I am interested in this program or website, but upon reviewing the usage and partner areas it seems I can not use it. Paula Miller, Literacy Program Coordinator San Bernardino Public Library Jack L. Hill Literacy Center 555 West 6th St. San Bernardino, CA 92410-3001 P- (909) 381-8207, F- (909) 384-9882 pjmiller at sbpl.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]On Behalf Of David J. Rosen Sent: Sunday, May 13, 2007 3:29 AM To: The Technology and Literacy Discussion List; The Adult English Language Learners Discussion List Subject: [Technology 1002] Reading Companion Colleagues, I wonder if you have used IBM's Reading Companion software. On the Reading Companion web site it is described as a "web-based literacy grant initiative that uses voice recognition technology to help children and adults learn how to read." It is available free to (selected) agencies that offer adult literacy services. Here's a description from the web site: "Developed by IBM researchers working in partnership with schools and not-for-profit organizations, Reading Companion is an effective and easy-to-use technology that assists individuals as they learn to read. This innovative software 'listens' and provides feedback, enabling emerging readers to practice reading and their English pronunciation as they acquire fundamental reading skills. How it works Users log on to the Reading Companion web site and are presented with material to read. An on-screen mentor, or companion, "reads" a phrase to the user and then provides an opportunity for the user to read the material, using a headset microphone. (Depending on the accuracy of what was read, the companion provides positive reinforcement (e.g., "You sound great!"), gives the user an opportunity to try again, or offers the correct reading of the words on the screen. As the user's skill improves, the technology reads less material so that the learner reads more." http://www.readingcompanion.org/aboutUs.html If you have used this software, have your students found it helpful? Have you found it effective? Is it helpful for literacy level ESOL students, and with beginning new readers? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to millerpau at sbpl.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to capemacca at yahoo.ca Jane MacDonald - Project Coordinator Advancing Learning Technology Literacy Nova Scotia Phone:1-902-562-1043 Cell:1-902-561-2155 Fax:1-902-567-0101 Website: http://alt.ns.literacy.ca --------------------------------- All new Yahoo! Mail --------------------------------- Get news delivered. Enjoy RSS feeds right on your Mail page. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070514/b3f1f99a/attachment.html From capemacca at yahoo.ca Tue May 15 05:38:33 2007 From: capemacca at yahoo.ca (Jane MacDonald) Date: Tue, 15 May 2007 05:38:33 -0400 (EDT) Subject: [Technology 1009] Re: Technology Digest, Vol 20, Issue 15 In-Reply-To: Message-ID: <218757.33129.qm@web51108.mail.re2.yahoo.com> Heidi, the instructors at the 6 sites are using the software with their learners and we have been evaluating the value of it with adult learners and for wider usage in the province. They are not beta sites for development purposes. IBM will be reopening for grants in 2008. I waited from the spring of 2006 until they reopened for new grant receipients in the fall and was accepted for 2007. We did not get started until February. Jane MacDonald - Project Coordinator Advancing Learning Technology Literacy Nova Scotia Phone:1-902-562-1043 Cell:1-902-561-2155 Fax:1-902-567-0101 Website: http://alt.ns.literacy.ca "Silver-Pacuilla, Heidi" wrote: Jane, are your sites part of any evaluation of the software in adult ed sites that will be published? I know that IBM does a lot of continued development on products at beta sites - is that what is going on? Their site says that they are no longer accepting "grant" sites where the software can be installed. Thanks - Heidi Heidi Silver-Pacuilla, Ph.D. American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) ________________________________ From: technology-bounces at nifl.gov on behalf of technology-request at nifl.gov Sent: Mon 5/14/2007 12:00 PM To: technology at nifl.gov Subject: Technology Digest, Vol 20, Issue 15 Send Technology mailing list submissions to technology at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/technology or, via email, send a message with subject or body 'help' to technology-request at nifl.gov You can reach the person managing the list at technology-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of Technology digest..." Today's Topics: 1. [Technology 1003] Blogs (Kelli Sandman-Hurley) 2. [Technology 1004] Re: Reading Companion (Jane MacDonald) ---------------------------------------------------------------------- Message: 1 Date: Sun, 13 May 2007 14:38:27 -0700 From: "Kelli Sandman-Hurley" Subject: [Technology 1003] Blogs To: technology at nifl.gov Message-ID: Content-Type: text/plain; charset=us-ascii Hello all: I am wondering if any of you know of a blog written/hosted by literacy learners (not ESL) for learners. If so, do you have the web address and do you know of the level of success it has experienced? Thank you, Kelli Sandman-Hurley Kelli Sandman-Hurley, M.S. Literacy Tutor/Learner Coordinator READ/San Diego 619-527-5480 ksandmanhurley at sandiego.gov ------------------------------ Message: 2 Date: Sun, 13 May 2007 16:27:41 -0400 (EDT) From: Jane MacDonald Subject: [Technology 1004] Re: Reading Companion To: The Technology and Literacy Discussion List Message-ID: <606323.24665.qm at web51101.mail.re2.yahoo.com> Content-Type: text/plain; charset="iso-8859-1" David I have 6 sites on Cape Breton Island presently using the Reading Companion software and the instructors involved feel it is more appropriate for very beginning readers and perhaps even better for ESOL. The books are basic and for more experienced readers, the instructors involved say there is not enough of a story line in the readers to hold their interest. The stories are limited to 8 pages and very little text on each page. Ideal for beginning readers however. Regards Jane "David J. Rosen" wrote: Colleagues, I wonder if you have used IBM's Reading Companion software. On the Reading Companion web site it is described as a "web-based literacy grant initiative that uses voice recognition technology to help children and adults learn how to read." It is available free to (selected) agencies that offer adult literacy services. Here's a description from the web site: "Developed by IBM researchers working in partnership with schools and not-for-profit organizations, Reading Companion is an effective and easy-to-use technology that assists individuals as they learn to read. This innovative software 'listens' and provides feedback, enabling emerging readers to practice reading and their English pronunciation as they acquire fundamental reading skills. How it works Users log on to the Reading Companion web site and are presented with material to read. An on-screen mentor, or companion, "reads" a phrase to the user and then provides an opportunity for the user to read the material, using a headset microphone. (Depending on the accuracy of what was read, the companion provides positive reinforcement (e.g., "You sound great!"), gives the user an opportunity to try again, or offers the correct reading of the words on the screen. As the user's skill improves, the technology reads less material so that the learner reads more." http://www.readingcompanion.org/aboutUs.html If you have used this software, have your students found it helpful? Have you found it effective? Is it helpful for literacy level ESOL students, and with beginning new readers? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to capemacca at yahoo.ca --------------------------------- Be smarter than spam. See how smart SpamGuard is at giving junk email the boot with the All-new Yahoo! Mail -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070513/5b0001f8/attachment-0001.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 20, Issue 15 ****************************************** ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to capemacca at yahoo.ca Jane MacDonald - Project Coordinator Advancing Learning Technology Literacy Nova Scotia Phone:1-902-562-1043 Cell:1-902-561-2155 Fax:1-902-567-0101 Website: http://alt.ns.literacy.ca --------------------------------- Be smarter than spam. See how smart SpamGuard is at giving junk email the boot with the All-new Yahoo! Mail -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070515/c56fa56e/attachment.html From kabeall at comcast.net Wed May 16 15:50:22 2007 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 16 May 2007 15:50:22 -0400 Subject: [Technology 1010] New from NCSALL Message-ID: <00f701c797f3$7214a070$0202a8c0@your4105e587b6> Review of Adult Learning and Literacy, Volume 7, edited by John Comings, Barbara Garner, and Cristine Smith. This newest volume in the annual series from NCSALL presents chapters on the persistence of adult education students, adult education program quality, assistive technology, individualized group instruction, health literacy, research on professional development and teacher change, adult literacy and numeracy development in Australia, adult basic education in South Africa, and annotated bibliography on workplace education. For chapter summaries, visit the NCSALL Web site at http://www.ncsall.net/index.php?id=1175. Includes chapters on: * the persistence of adult education students * adult education program quality * assistive technology * individualized group instruction * health literacy * research on professional development and teacher change * adult literacy and numeracy development in Australia * adult basic education in South Africa * annotated bibliography on workplace education To order the paper edition of the Review of Adult Learning and Literacy, Volume 7, for $25.00, a 30% discount, visit NCSALL's Web site at www.ncsall.net/?id=1002. To order the cloth edition at $135.00 or the paper edition at $35.00, visit the Taylor & Francis Web site at www.taylorandfrancis.co.uk/. **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070516/bb9c84a7/attachment.html From MariannF at lacnyc.org Wed May 16 16:15:45 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Wed, 16 May 2007 16:15:45 -0400 Subject: [Technology 1011] technological literacy question Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8440136@lac-exch.lacnyc.local> Hello Tech list colleagues, Is any one on the list doing work on technological literacy with students? If so how are you defining it, and how are you teaching it? Are there any resources you recommend? Even if you aren't doing anything instructional around technological literacy what are your thoughts on how it should be defined and what should be taught? Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070516/66b78404/attachment.html From ksandmanhurley at sandiego.gov Wed May 16 16:41:58 2007 From: ksandmanhurley at sandiego.gov (Kelli Sandman-Hurley) Date: Wed, 16 May 2007 13:41:58 -0700 Subject: [Technology 1012] Re: technological literacy question Message-ID: What a great question. We are currently using the Lexile framework to help with 'leveling' websites we might recommend or write. We believe that learners have to utilize technology (in our case, we are really talking about the internet) in order to participate in this technological society. In response to this, we are getting ready to implement a Blog by learners for learners. I will be writing a WeBQuest for those who read below the fifth grade level (we are a Library based literacy program and are average reading level is below the third grade level). We believe that by creating these resources, learners are not only learning to navigate the internet to get the information they need, but they are simultaneously improving their critical reading skills, and through the blog, those elusive writing skills. The blog writing will require them to pay attention to audience as well. The ezine will be a next step. All the technology we use will help them not only with their academic skills but will help them create a community where it is safe to write. As we all know, those extracurricular activities increase their persistence. I highly suggest the book, New Literacies by Colin Lankshear and Michele Knobel We have developed a workshop around these topics if you are interested. Kelli S. Hurley >>> Kelli Sandman-Hurley, M.S. Literacy Tutor/Learner Coordinator READ/San Diego 619-527-5480 ksandmanhurley at sandiego.gov MariannF at lacnyc.org 5/16/2007 1:15 PM >>> Hello Tech list colleagues,Is any one on the list doing work on technological literacy with students? If so how are you defining it, and how are you teaching it? Are there any resources you recommend?Even if you aren't doing anything instructional around technological literacy what are your thoughts on how it should be defined and what should be taught? Mariann FedeleDirector,NYC Regional Adult Education NetworkLiteracy Assistance CenterModerator, NIFL Technology and Literacy Discussion List 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf at lacnyc.org www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070516/0ddc64f4/attachment.html From MariannF at lacnyc.org Wed May 16 17:03:42 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Wed, 16 May 2007 17:03:42 -0400 Subject: [Technology 1013] Re: technological literacy question In-Reply-To: Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8440158@lac-exch.lacnyc.local> Hi Kelli, Thanks for sharing this. It would be great if you could share the workshops with the list as a whole, and any of the other pieces (the blog and e-zine). I'm not familiar with the Lexile framework could you tell me a bit more? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Kelli Sandman-Hurley Sent: Wednesday, May 16, 2007 4:42 PM To: technology at nifl.gov Subject: [Technology 1012] Re: technological literacy question What a great question. We are currently using the Lexile framework to help with 'leveling' websites we might recommend or write. We believe that learners have to utilize technology (in our case, we are really talking about the internet) in order to participate in this technological society. In response to this, we are getting ready to implement a Blog by learners for learners. I will be writing a WeBQuest for those who read below the fifth grade level (we are a Library based literacy program and are average reading level is below the third grade level). We believe that by creating these resources, learners are not only learning to navigate the internet to get the information they need, but they are simultaneously improving their critical reading skills, and through the blog, those elusive writing skills. The blog writing will require them to pay attention to audience as well. The ezine will be a next step. All the technology we use will help them not only with their academic skills but will help them create a community where it is safe to write. As we all know, those extracurricular activities increase their persistence. I highly suggest the book, New Literacies by Colin Lankshear and Michele Knobel We have developed a workshop around these topics if you are interested. Kelli S. Hurley >>> Kelli Sandman-Hurley, M.S. Literacy Tutor/Learner Coordinator READ/San Diego 619-527-5480 ksandmanhurley at sandiego.gov MariannF at lacnyc.org 5/16/2007 1:15 PM >>> Hello Tech list colleagues, Is any one on the list doing work on technological literacy with students? If so how are you defining it, and how are you teaching it? Are there any resources you recommend? Even if you aren't doing anything instructional around technological literacy what are your thoughts on how it should be defined and what should be taught? Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070516/098e8acc/attachment.html From nancy.friday at alphaplus.ca Thu May 17 09:39:00 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Thu, 17 May 2007 09:39:00 -0400 Subject: [Technology 1014] Re: technological literacy question Message-ID: <852572DE.004AFBAF.00@alphaplus.ca> Hi, I have been subscribed to and reading this list serv with great interest for a long, long time and never posted. I work at the AlphaPlus Centre in Toronto, Ontario, Canada as coordinator of AlphaRoute, an online learning environment for adult literacy students. AlphaRoute has been developed over the past 11 years now as a closed Web-based learning space that welcomes and enables adult literacy students to explore learning in a virtual way, learn about email, chat rooms, dicussion forums, self-managed and mentor-supported learning. Over the past three years we have introduced short (4 week long) online courses to students so they can try out and hone skills needed to be successful and familiar with the basics of online courses. The first two years of the online courses were presented within the WebBoard discussion system used to host AlphaRoute discussions and chat. This year we are using Moodle, a course management system that we know is used in many colleges for courses. Course topics over the three years have included poetry appreciation (very popular), First Nations storytelling, Using the Internet to find work, Using the Internet for research, improving multiplication skills, learning about health, reviewing books. Generally about 100 students enroll in the courses and about 30 complete the course and achieve a certificate of participation. The skills we typically list on the certificate are: -Navigate Web sites, manage links, pop-up windows, drop-down menus, and button choices -Post and reply to messages within an online forum, includes type, edit and thread messages, use emoticons, use the html editor -Manage time within an online course -Navigate the Moodle online course environment -Use online course features such as online quizzes, surveys, resources, messaging and forums successfully -Confidence in taking further online courses -Participate in an evaluation activity When we were offering the online courses using WebBoard, Tracey Mollins, the course developer created supporting web sites to help students find the weekly work. You can visit these sites and learning more about our online courses (even view a sample certificate at www.resources.alpharoute.org Oen the Resources button and go to Online courses for adult literacy students. You can sign up as a trial user in AlphaRoute as well, but trial access won't give you access to the email, discussions, chat rooms or online courses. AlphaRoute has been available free to 300 literacy programs across Ontario for 7 years now as well as a growing number of literacy programs across Canada. It is a collection of Web-Based learning activities, not a curriculum. There is a public scaled down version of AlphaRoute at http://www.edu.gov.on.ca/eng/training/literacy/online.html that your students can access anytime. Nancy Friday AlphaRoute Coordinator AlphaPlus Centre "Mariann Fedele" on 05/16/2007 04:15:45 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1011] technological literacy question Hello Tech list colleagues, Is any one on the list doing work on technological literacy with students? If so how are you defining it, and how are you teaching it? Are there any resources you recommend? Even if you aren't doing anything instructional around technological literacy what are your thoughts on how it should be defined and what should be taught? Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070517/98ed1c05/attachment.htm -------------- next part -------------- ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From nancy.friday at alphaplus.ca Thu May 17 10:14:32 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Thu, 17 May 2007 10:14:32 -0400 Subject: [Technology 1015] Re: technological literacy question Message-ID: <852572DE.004E3CAB.00@alphaplus.ca> Wow Kelli, that's so exciting. Within the context of determining what topics to focus our AlphaRoute online courses on a year or so ago, Tracey Mollins and I talked about offering a course that would introduce blogging to learners and engage them in a blog that they would create somehow. We didn't follow through, but what you are doing is really rekindling my interest in trying that out this year. Most of the students I meet within the AlphaRoute environment would fall within or below the grade 6 level - or Level 3 within the 5 level we use in Ontario. What I really like however about the online course environment in AlphaRoute is that we get students from levels 1-5 within the same course and they respond to each other's postings. These are students who most likely wouldn't meet or learn together in traditional classroom settings or even small learning groups because the levelling would divide them. I really like the online learning environment for this. I have alerted Tracey Mollins to this discussion and perhaps she will join us here as well. Tracey has a blog on the Literacies Journal site that is very interesting: http://www.literacyjournal.ca/ It isn't specifically for literacy students, but certainly is accessible and uses principles of clear language and design very well. Check it out. Nancy Friday "Kelli Sandman-Hurley" on 05/16/2007 04:41:58 PM Please respond to The Technology and Literacy Discussion List To: technology at nifl.gov cc: (bcc: Nancy Friday) Subject: [Technology 1012] Re: technological literacy question What a great question. We are currently using the Lexile framework to help with 'leveling' websites we might recommend or write. We believe that learners have to utilize technology (in our case, we are really talking about the internet) in order to participate in this technological society. In response to this, we are getting ready to implement a Blog by learners for learners. I will be writing a WeBQuest for those who read below the fifth grade level (we are a Library based literacy program and are average reading level is below the third grade level). We believe that by creating these resources, learners are not only learning to navigate the internet to get the information they need, but they are simultaneously improving their critical reading skills, and through the blog, those elusive writing skills. The blog writing will require them to pay attention to audience as well. The ezine will be a next step. All the technology we use will help them not only with their academic skills but will help them create a community where it is safe to write. As we all know, those extracurricular activities increase their persistence. I highly suggest the book, New Literacies by Colin Lankshear and Michele Knobel We have developed a workshop around these topics if you are interested. Kelli S. Hurley >>> Kelli Sandman-Hurley, M.S. Literacy Tutor/Learner Coordinator READ/San Diego 619-527-5480 ksandmanhurley at sandiego.gov MariannF at lacnyc.org 5/16/2007 1:15 PM >>> Hello Tech list colleagues,Is any one on the list doing work on technological literacy with students? If so how are you defining it, and how are you teaching it? Are there any resources you recommend?Even if you aren't doing anything instructional around technological literacy what are your thoughts on how it should be defined and what should be taught? Mariann FedeleDirector,NYC Regional Adult Education NetworkLiteracy Assistance CenterModerator, NIFL Technology and Literacy Discussion List 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf at lacnyc.org www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070517/64967a5b/attachment.htm -------------- next part -------------- ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From MariannF at lacnyc.org Thu May 17 15:51:08 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 17 May 2007 15:51:08 -0400 Subject: [Technology 1016] Upcoming NIFL discussions Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84401D0@lac-exch.lacnyc.local> Dear Tech list Colleagues: Below please find descriptions of 2 discussions of interest being held next week. The first is focused on implementing ESL content standards and it will be held on the Adult English Language Learners Discussion List (http://www.nifl.gov/mailman/listinfo/Englishlanguage ). The second discussion will be held on the Poverty, Race, Women and Literacy Discussion List (http://www.nifl.gov/mailman/listinfo/povertyracewomen ) and will focus on the results of the NAAL and Gender, Race, and Socioeconomic Status (SES). Please read below for further details and a listing of resources for each discussion. Regards, Mariann **************************************** To subscribe to the Adult English Language Learners discussion list, go to http://www.nifl.gov/mailman/listinfo/Englishlanguage and click on Subscribe Please join us for an upcoming discussion on implementing adult ESL content standards from May 21-25. The discussion will be facilitated by Kirsten Schaetzel and Sarah Young of the Center for Adult English Language Acquisition (CAELA). Kirsten and Sarah will be joined by adult ESL practitioners using standards in the field, including Dr. Lesley Tomaszewski of the Texas Center for the Advancement of Literacy and Learning (TCALL) and Karen Gianninoto of the Maryland State Department of Education. Before beginning the discussion, we would like to provide some background information about standards-based instruction based on two recent CAELA briefs: "Understanding Adult ESL Content Standards" (September 2006, http://www.cal.org/CAELA/esl_resources/briefs/contentstandards.html ) and "Using Adult ESL Content Standards" (March 2007, http://www.cal.org/CAELA/esl_resources/briefs/usingcontstandards.html ). Content standards are broadly defined as what learners should know and be able to do in a certain subject or practical domain. They describe the knowledge and skills that students will have upon successful completion of an instructional program. Although standards are the foundation for designing curricula, instruction, and assessment, they do not stipulate the types of lesson plans, activities, or teaching methodologies that should be used. Content standards, curriculum frameworks, and resource guides that states have developed can provide guidance to local programs and practitioners in developing effective curriculum and instruction. Standards-based education has been a part of K-12 instruction and assessment for quite some time now, but it is a relatively new addition to the adult basic education and adult ESL fields. There are many adult ESL standards-based initiatives currently in development or in use, such as the Adult Education Content Standards Warehouse (http://www.adultedcontentstandards.ed.gov ) where sets of adult ESL content standards from ten states, CASAS, and Equipped for the Future (EFF) are available for download. The Adult Literacy Education (ALE) Wiki Web site on Standards (http://wiki.literacytent.org/index.php/Standards ) provides a list of existing and in-development adult education standards, curriculum frameworks, and resource guides from over 20 states, as well as links to standards from four other English-speaking countries. The Standards-In-Action project, funded by the Office of Vocational and Adult Education, is working with six pilot states to develop professional development and resources for implementing standards in curriculum, instruction, and assessment. As we prepare to begin our discussion on what adult ESL content standards are and how they are used to improve instruction and learning, please consider the following questions. We look forward to hearing your responses and examining additional questions focused on implementing standards in adult ESL. How are English language acquisition and skills development approached in content standards, and how does this differ from previous methods of ESL instruction? Many people on this list have children in standards-based K-12 programs or who have taught in a K-12 setting. How do adult standards compare to K-12 standards? What can we learn or apply from K-12 standards-based education, in terms of research on instructional methods, activities, and materials, assessment, and professional development? What professional development and supplementary materials are needed to facilitate adult ESL standards implementation? How can we know if adult ESL standards-based instruction and assessment are beneficial for students, teachers, and programs? We will be posting some preliminary thoughts about these questions next week, and look forward to hearing from practitioners and administrators in the field who have experience with adult ESL content standards or who are interested in learning more. Sincerely, Sarah Young & Kirsten Schaetzel Center for Adult English Language Acquisition www.cal.org/caela Title of Discussion: Gender, Race, SES and Adult Literacy: What does the National Assessment of Adult Literacy (NAAL) tell us? When: May 21-May 29, 2007 Where: Poverty, Race, Women, and Literacy List. To subscribe (and later unsubscribe if you wish) go to: http://www.nifl.gov/mailman/listinfo/povertyracewomen Guest Discussant: Elizabeth Greenberg Guest Bio: Elizabeth Greenberg, is a principal research analyst at the American Institutes for Research (AIR), and is AIR's Project Director for the 2008 National Assessment of Adult Literacy (NAAL) Special Studies contract. She was also AIR's Deputy Project Director for the 2003 NAAL Design, Analysis, and Reporting contract. In her role as Deputy Project Director for the 2003 NAAL, she led the development of the NAAL background questionnaire and assessment items. She is a lead author or co-author of several reports based on the 2003 NAAL, including A First Look at the Literacy of America's Adults in the 21st Century, The Health Literacy of America's Adults, Literacy in Everyday Life, Literacy Behind Bars, and the 2003 NAAL Public-Use Data File User's Guide. Elizabeth is also an author or co-author of several reports and articles based upon the 1992 adult literacy data, including English Literacy and Language Minorities in the United States. Resources for Discussion: Literacy in Everyday Life http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007480 A First Look at the Literacy of America's Adults in the 21st Century http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470 The Health Literacy of America's Adults http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483 Literacy Behind Bars http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007473 Key Points from NAAL 2003 related to Literacy, Gender, Race, and SES: Gender * Between 1992 and 2003, women's average document and quantitative literacy scores increased. During the same time period, men's average document literacy score decreased and there was no statistically significant change in average quantitative literacy for men. * Between 1992 and 2003, women's average prose literacy score stayed the same, while men's average prose literacy score decreased. * In 2003, women had higher average prose and document literacy than men, and men had higher average quantitative literacy than women. In 1992, there was no statistically significant difference between men and women in their average prose literacy, but men had higher average document and quantitative literacy than women. Race * Between 1992 and 2003, average prose, document, and quantitative literacy increased for Black adults. * Between 1992 and 2003, average prose and document literacy decreased for Hispanic adults. Average quantitative literacy did not change for Hispanic adults. The percentage of the adult population (age 16 and older) that identified themselves as Hispanic increased from 8 percent in 1992 to 12 percent in 2003. * Between 1992 and 2003, average prose literacy increased for Asian/Pacific Islander adults and there was no statistically significant change in average document and quantitative literacy for this group. * Between 1992 and 2003, there was no statistically significant change in average prose and document literacy for white adults, but there was an increase in quantitative literacy. SES * Among adults with Below Basic prose literacy, 26 percent lived in households with average incomes of less than $10,000 and only 7 percent lived i n households with average incomes of $60,000 or greater. Among adults with Proficient prose literacy, 2 percent lived in households with average incomes of less than $10,000 and 65 percent lived in households with average incomes of $60,000 or greater. * Higher percentages of adults with higher literacy levels than adults with lower literacy levels were employed full-time, and lower percentages were out of the labor force. Sixty-four percent of adults with Proficient prose literacy were employed full-time, compared with 29 percent of adults with Below Basic prose literacy. Eighteen percent of adults with Proficient prose literacy were not in the labor force, compared with 57 percent of adults with Below Basic prose literacy. * The occupational groups with the highest average prose, document, and quantitative literacy scores were Professional and related and Management, Business, and Financial. The occupational groups with the lowest average prose document and quantitative literacy scores were Service; Farming, Fishing, and Forestry; Transportation and Material Moving; Production; and Construction and Extraction. Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070517/7eb3aa49/attachment.html From MariannF at lacnyc.org Thu May 17 16:34:05 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 17 May 2007 16:34:05 -0400 Subject: [Technology 1017] Re: technological literacy question In-Reply-To: <852572DE.004AFBAF.00@alphaplus.ca> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84401D9@lac-exch.lacnyc.local> Thanks for sharing this Nancy, I went to the site and AlphaRoute looks like a tremendous resource. Of particular interest to me are the specific technological skills that you teach students as part of the certificate course. Do others on the list have a set of technological skills that you feel it is important to provide instruction for? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of nancy.friday at alphaplus.ca Sent: Thursday, May 17, 2007 9:39 AM To: The Technology and Literacy Discussion List Subject: [Technology 1014] Re: technological literacy question Hi, I have been subscribed to and reading this list serv with great interest for a long, long time and never posted. I work at the AlphaPlus Centre in Toronto, Ontario, Canada as coordinator of AlphaRoute, an online learning environment for adult literacy students. AlphaRoute has been developed over the past 11 years now as a closed Web-based learning space that welcomes and enables adult literacy students to explore learning in a virtual way, learn about email, chat rooms, dicussion forums, self-managed and mentor-supported learning. Over the past three years we have introduced short (4 week long) online courses to students so they can try out and hone skills needed to be successful and familiar with the basics of online courses. The first two years of the online courses were presented within the WebBoard discussion system used to host AlphaRoute discussions and chat. This year we are using Moodle, a course management system that we know is used in many colleges for courses. Course topics over the three years have included poetry appreciation (very popular), First Nations storytelling, Using the Internet to find work, Using the Internet for research, improving multiplication skills, learning about health, reviewing books. Generally about 100 students enroll in the courses and about 30 complete the course and achieve a certificate of participation. The skills we typically list on the certificate are: -Navigate Web sites, manage links, pop-up windows, drop-down menus, and button choices -Post and reply to messages within an online forum, includes type, edit and thread messages, use emoticons, use the html editor -Manage time within an online course -Navigate the Moodle online course environment -Use online course features such as online quizzes, surveys, resources, messaging and forums successfully -Confidence in taking further online courses -Participate in an evaluation activity When we were offering the online courses using WebBoard, Tracey Mollins, the course developer created supporting web sites to help students find the weekly work. You can visit these sites and learning more about our online courses (even view a sample certificate at www.resources.alpharoute.org Oen the Resources button and go to Online courses for adult literacy students. You can sign up as a trial user in AlphaRoute as well, but trial access won't give you access to the email, discussions, chat rooms or online courses. AlphaRoute has been available free to 300 literacy programs across Ontario for 7 years now as well as a growing number of literacy programs across Canada. It is a collection of Web-Based learning activities, not a curriculum. There is a public scaled down version of AlphaRoute at http://www.edu.gov.on.ca/eng/training/literacy/online.html that your students can access anytime. Nancy Friday AlphaRoute Coordinator AlphaPlus Centre "Mariann Fedele" on 05/16/2007 04:15:45 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1011] technological literacy question Hello Tech list colleagues, Is any one on the list doing work on technological literacy with students? If so how are you defining it, and how are you teaching it? Are there any resources you recommend? Even if you aren't doing anything instructional around technological literacy what are your thoughts on how it should be defined and what should be taught? Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org From MariannF at lacnyc.org Thu May 17 16:53:16 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 17 May 2007 16:53:16 -0400 Subject: [Technology 1018] Re: technological literacy question In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB8440136@lac-exch.lacnyc.local> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84401DC@lac-exch.lacnyc.local> Thank you, Kelli and Nancy for sharing your thoughts and resources on the subject of technological literacy. Since I asked the question I've been reading Tech Tally: Approaches to Assessing Technological Literacy (National Academies Press). Tech Tally explores the viability of assessing technological literacy. I found particularly interesting some of the working definitions. The authors use a broad definition of technology, "the modification of the natural world to fulfill human needs and wants." This definition addresses their belief that there is a conflation in the understanding of technology generally with computer technology specifically. So when we consider technology we should think of everything from processed foods, transportation, modern telecommunications and space travel. They feel this is a critical definition to have understood among the general population for informed critical decision and policy making. Technological literacy is defined as an individual's, "understanding of technology at a level that enables effective functioning in a modern technological society." It is comprised of three dimensions: knowledge (both factual and conceptual), capabilities (fluency in the use of technologies for problem solving) and critical thinking decision making (the approach we take when considering new technologies for their benefit and consequences individually and to society). Those concepts are defined and then used to create "Characteristics of a Technologically Literate Person." They follow. Does this seem to folks on the list as a useful framework and understanding of technological literacy? TABLE 2-1 Characteristics of a Technologically Literate Person Knowledge * Recognizes the pervasiveness of technology in everyday life. * Understands basic engineering concepts and terms, such as systems, constraints, and trade-offs. * Is familiar with the nature and limitations of the engineering design process. * Knows some of the ways technology has shaped human history and how people have shaped technology. * Knows that all technologies entail risk, only some of which can be anticipated. * Appreciates that the development and use of technology involve trade-offs and a balance of costs and benefits. * Understands that technology reflects the values and culture of society. Critical Thinking and Decision Making * Asks pertinent questions, of self and others, regarding the benefits and risks of technologies. * Weighs available information about the benefits, risks, costs, and trade-offs of technology in a systematic way. * Participates, when appropriate, in decisions about the development and uses of technology. Capabilities * Has a range of hands-on skills, such as operating a variety of home and office appliances and using a computer for word processing and surfing the Internet. * Can identify and fix simple mechanical or technological problems at home or at work. * Can apply basic mathematical concepts related to probability, scale, and estimation to make informed judgments about technological risks and benefits. * Can use a design-thinking process to solve a problem encountered in daily life. * Can obtain information about technological issues of concern from a variety of sources. Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Wednesday, May 16, 2007 4:16 PM To: The Technology and Literacy Discussion List Subject: [Technology 1011] technological literacy question Hello Tech list colleagues, Is any one on the list doing work on technological literacy with students? If so how are you defining it, and how are you teaching it? Are there any resources you recommend? Even if you aren't doing anything instructional around technological literacy what are your thoughts on how it should be defined and what should be taught? Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070517/2ad66594/attachment.html From maureenh at azcallateen.k12.az.us Thu May 17 18:25:20 2007 From: maureenh at azcallateen.k12.az.us (maureen hoyt) Date: Thu, 17 May 2007 15:25:20 -0700 Subject: [Technology 1019] Re: technological literacy question Message-ID: <77B24677B57F9646B244B93AE6B95C79011AA0F4@acat-exch.azcallateen.k12.az.us> The Technology Standards are part of a very big file-see pp. 232--- http://www.ade.state.az.us/Adult-Ed/Documents/AEStandards/Adopted/AZAESt andards-2006Rev.pdf Here is a survey which relates to our Arizona Technology standards. http://www.ade.state.az.us/Adult-Ed/Documents/Publications/Technology_Su rvey.xls Maureen Hoyt Basic Education Manager ACYR 602-252-6721ext 223 fax: 602-252-2952 www.azcallateen.k12.az.us www.az-aall.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Thursday, May 17, 2007 1:34 PM To: The Technology and Literacy Discussion List Subject: [Technology 1017] Re: technological literacy question Thanks for sharing this Nancy, I went to the site and AlphaRoute looks like a tremendous resource. Of particular interest to me are the specific technological skills that you teach students as part of the certificate course. Do others on the list have a set of technological skills that you feel it is important to provide instruction for? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of nancy.friday at alphaplus.ca Sent: Thursday, May 17, 2007 9:39 AM To: The Technology and Literacy Discussion List Subject: [Technology 1014] Re: technological literacy question Hi, I have been subscribed to and reading this list serv with great interest for a long, long time and never posted. I work at the AlphaPlus Centre in Toronto, Ontario, Canada as coordinator of AlphaRoute, an online learning environment for adult literacy students. AlphaRoute has been developed over the past 11 years now as a closed Web-based learning space that welcomes and enables adult literacy students to explore learning in a virtual way, learn about email, chat rooms, dicussion forums, self-managed and mentor-supported learning. Over the past three years we have introduced short (4 week long) online courses to students so they can try out and hone skills needed to be successful and familiar with the basics of online courses. The first two years of the online courses were presented within the WebBoard discussion system used to host AlphaRoute discussions and chat. This year we are using Moodle, a course management system that we know is used in many colleges for courses. Course topics over the three years have included poetry appreciation (very popular), First Nations storytelling, Using the Internet to find work, Using the Internet for research, improving multiplication skills, learning about health, reviewing books. Generally about 100 students enroll in the courses and about 30 complete the course and achieve a certificate of participation. The skills we typically list on the certificate are: -Navigate Web sites, manage links, pop-up windows, drop-down menus, and button choices -Post and reply to messages within an online forum, includes type, edit and thread messages, use emoticons, use the html editor -Manage time within an online course -Navigate the Moodle online course environment -Use online course features such as online quizzes, surveys, resources, messaging and forums successfully -Confidence in taking further online courses -Participate in an evaluation activity When we were offering the online courses using WebBoard, Tracey Mollins, the course developer created supporting web sites to help students find the weekly work. You can visit these sites and learning more about our online courses (even view a sample certificate at www.resources.alpharoute.org Oen the Resources button and go to Online courses for adult literacy students. You can sign up as a trial user in AlphaRoute as well, but trial access won't give you access to the email, discussions, chat rooms or online courses. AlphaRoute has been available free to 300 literacy programs across Ontario for 7 years now as well as a growing number of literacy programs across Canada. It is a collection of Web-Based learning activities, not a curriculum. There is a public scaled down version of AlphaRoute at http://www.edu.gov.on.ca/eng/training/literacy/online.html that your students can access anytime. Nancy Friday AlphaRoute Coordinator AlphaPlus Centre "Mariann Fedele" on 05/16/2007 04:15:45 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1011] technological literacy question Hello Tech list colleagues, Is any one on the list doing work on technological literacy with students? If so how are you defining it, and how are you teaching it? Are there any resources you recommend? Even if you aren't doing anything instructional around technological literacy what are your thoughts on how it should be defined and what should be taught? Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to maureenh at azcallateen.k12.az.us From ksandmanhurley at sandiego.gov Thu May 17 17:54:21 2007 From: ksandmanhurley at sandiego.gov (Kelli Sandman-Hurley) Date: Thu, 17 May 2007 14:54:21 -0700 Subject: [Technology 1020] Re: technological literacy question Message-ID: The website for the Lexile Reading Framework is www.lexile.com. Let me know what you all think. kelli >>> MariannF at lacnyc.org 5/16/2007 2:03:42 PM >>> Hi Kelli,Thanks for sharing this. It would be great if you could share the workshops with the list as a whole, and any of the other pieces (the blog and e-zine). I'm not familiar with the Lexile framework could you tell me a bit more? Best,Mariann Mariann FedeleDirector,NYC Regional Adult Education NetworkLiteracy Assistance CenterModerator, NIFL Technology and Literacy Discussion List 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf at lacnyc.org www.lacnyc.org From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Kelli Sandman-Hurley Sent: Wednesday, May 16, 2007 4:42 PM To: technology at nifl.gov Subject: [Technology 1012] Re: technological literacy question What a great question. We are currently using the Lexile framework to help with 'leveling' websites we might recommend or write. We believe that learners have to utilize technology (in our case, we are really talking about the internet) in order to participate in this technological society. In response to this, we are getting ready to implement a Blog by learners for learners. I will be writing a WeBQuest for those who read below the fifth grade level (we are a Library based literacy program and are average reading level is below the third grade level). We believe that by creating these resources, learners are not only learning to navigate the internet to get the information they need, but they are simultaneously improving their critical reading skills, and through the blog, those elusive writing skills. The blog writing will require them to pay attention to audience as well. The ezine will be a next step. All the technology we use will help them not only with their academic skills but will help them create a community where it is safe to write. As we all know, those extracurricular activities increase their persistence. I highly suggest the book, New Literacies by Colin Lankshear and Michele Knobel We have developed a workshop around these topics if you are interested. Kelli S. Hurley >>> Kelli Sandman-Hurley, M.S. Literacy Tutor/Learner Coordinator READ/San Diego 619-527-5480 ksandmanhurley at sandiego.gov MariannF at lacnyc.org 5/16/2007 1:15 PM >>> Hello Tech list colleagues,Is any one on the list doing work on technological literacy with students? If so how are you defining it, and how are you teaching it? Are there any resources you recommend?Even if you aren't doing anything instructional around technological literacy what are your thoughts on how it should be defined and what should be taught? Mariann FedeleDirector,NYC Regional Adult Education NetworkLiteracy Assistance CenterModerator, NIFL Technology and Literacy Discussion List 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf at lacnyc.org www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070517/99023a86/attachment.html From llincoln at scoe.net Fri May 18 17:26:40 2007 From: llincoln at scoe.net (Lynda Lincoln) Date: Fri, 18 May 2007 14:26:40 -0700 Subject: [Technology 1021] Re: Library software and assistive technology Message-ID: -----Forwarded Message on behalf of Elizabeth Hart----- >From: Elizabeth Hart >Sent: May 18, 2007 11:17 AM >To: LM_NET at LISTSERV.SYR.EDU, CALIB POST >Subject: Library software and assistive technology > >This is a long shot, but has anyone used assistive technology -- e.g., >JAWS for Windows (screen reading software), ZoomText (screen >magnification software), etc. -- with their library automation software? > > >If yes, what library automation software and assistive technology >software have you used together? Does the assistive technology software >work well with the library software? What problems have you encountered? >Any tips or tricks to get the assistive technology software to work? > >I've asked library software vendors how well their software works with >assistive technology software, but most haven't even heard of assistive >technology software, let alone know whether it will work (or not) with >their library catalogs. Technically, of course, the library software is >supposed to be compatible but it is almost never that straightforward. > >Elizabeth Hart >Library Technical Assistant >California School for the Blind >Fremont, CA 94536 >ehart at csb-cde.ca.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070518/88304ac8/attachment.html From bonniesophia at sbcglobal.net Fri May 18 20:06:16 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Fri, 18 May 2007 17:06:16 -0700 (PDT) Subject: [Technology 1022] Re: Library software and assistive technology Message-ID: <646228.5436.qm@web83307.mail.sp1.yahoo.com> By library software do you mean in-house cataloging or academic databases you subscribe to? I've used ZoomText foryears through its subsequent versions and while I have encountered some difficulty in interaction through time I find the bugs are fewer. I could forward this to our librarian... Bonnie Odiorne, Ph.D. Writing Center Director, Adjunct Professor, Post University, Waterbutry, CT ----- Original Message ---- From: Lynda Lincoln To: technology at nifl.gov; calix at listproc.sjsu.edu Sent: Friday, May 18, 2007 5:26:40 PM Subject: [Technology 1021] Re: Library software and assistive technology -----Forwarded Message on behalf of Elizabeth Hart----- >From: Elizabeth Hart >Sent: May 18, 2007 11:17 AM >To: LM_NET at LISTSERV.SYR.EDU, CALIB POST >Subject: Library software and assistive technology > >This is a long shot, but has anyone used assistive technology -- e.g., >JAWS for Windows (screen reading software), ZoomText (screen >magnification software), etc. -- with their library automation software? > > >If yes, what library automation software and assistive technology >software have you used together? Does the assistive technology software >work well with the library software? What problems have you encountered? >Any tips or tricks to get the assistive technology software to work? > >I've asked library software vendors how well their software works with >assistive technology software, but most haven't even heard of assistive >technology software, let alone know whether it will work (or not) with >their library catalogs. Technically, of course, the library software is >supposed to be compatible but it is almost never that straightforward. > >Elizabeth Hart >Library Technical Assistant >California School for the Blind >Fremont, CA 94536 >ehart at csb-cde.ca.gov ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070518/9145f26f/attachment.html From hgalindo at carlosrosario.org Mon May 21 08:02:48 2007 From: hgalindo at carlosrosario.org (Hugo Galindo) Date: Mon, 21 May 2007 08:02:48 -0400 Subject: [Technology 1023] Re: Library software and assistive technology[Scanned] In-Reply-To: Message-ID: <433C6A060932E641A35E5D5DFFCF07164279AE@exchange.rosario.local> Hi Linda: I am working at a Charter School for Adults to teach English as a Second Language to the immigrant population of the District of Columbia. We have a 72 year old blind student who is trying to learn English. We made several attempts to find computer assistive technology for the blind and non English speaking student. We bought JAWS but the student has not found it very helpful because her lack of English. We have contacted PREMIER ASSISTAIVE TECHNOLOGY, Tel (815) 722-5961 and they have donated a group of programs contained in a single CD. The programs provide assistive technology to persons with disabilities. Check with them and tell them that I referred you. Good luck Hugo C. Galindo Ph.D. Assistant Director Carlos Rosario Charter School 1100 Harvard St. NW Washington DC 20009 Tel: 202-797-4700X119 hgalindo at carlosrosario.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070521/d6f141d9/attachment.html From lloyd_david at creativeworkplacelearning.org Mon May 21 11:06:52 2007 From: lloyd_david at creativeworkplacelearning.org (Lloyd David) Date: Mon, 21 May 2007 11:06:52 -0400 Subject: [Technology 1024] Re: Library software and assistivetechnology[Scanned] In-Reply-To: <433C6A060932E641A35E5D5DFFCF07164279AE@exchange.rosario.local> Message-ID: <00ca01c79bb9$aa7703d0$4364a8c0@DirectorEVO> Hugh, I was struck by your email story about trying to teach ESOL to a blind person. The Perkins School for the Blind is located in Watertown, MA. I do not know if they have ever taught ESOL, but if they haven't maybe they should. Good Luck. Lloyd David, EdD. Creative Workplace Learning 311 Washington Street Brighton, MA 02135 Tel : 617-746-1260 FAX: 617-782-0136 _____ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Hugo Galindo Sent: Monday, May 21, 2007 8:03 AM To: The Technology and Literacy Discussion List Subject: [Technology 1023] Re: Library software and assistivetechnology[Scanned] Hi Linda: I am working at a Charter School for Adults to teach English as a Second Language to the immigrant population of the District of Columbia. We have a 72 year old blind student who is trying to learn English. We made several attempts to find computer assistive technology for the blind and non English speaking student. We bought JAWS but the student has not found it very helpful because her lack of English. We have contacted PREMIER ASSISTAIVE TECHNOLOGY, Tel (815) 722-5961 and they have donated a group of programs contained in a single CD. The programs provide assistive technology to persons with disabilities. Check with them and tell them that I referred you. Good luck Hugo C. Galindo Ph.D. Assistant Director Carlos Rosario Charter School 1100 Harvard St. NW Washington DC 20009 Tel: 202-797-4700X119 hgalindo at carlosrosario.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070521/43f8394d/attachment.html From RKenyon721 at aol.com Mon May 21 11:07:56 2007 From: RKenyon721 at aol.com (RKenyon721 at aol.com) Date: Mon, 21 May 2007 11:07:56 EDT Subject: [Technology 1025] Fwd: Re: Assistive Technology Message-ID: Hi Hugo, I am glad that you found the information from our Bridges to Practice training on Assistive Technology useful to your program. Anyone interested in completing a grant application to receive free assistive technology products from Premier Assistive can access that at: _http://www.readingmadeez.com/Grantform.php_ (http://www.readingmadeez.com/Grantform.php) Rochelle Kenyon Rochelle Kenyon, Ed.D. Bridges to Practice Master Trainer 6315 Capstan Court Rockledge, Florida 32955-5765 Telephone: 321.637.1319 Fax: 321.637.1920 Email: _RKenyon721 at aol.com_ (mailto:RKenyon721 at aol.com) ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070521/c0440ed2/attachment.html -------------- next part -------------- An embedded message was scrubbed... From: "Hugo Galindo" Subject: [Technology 1023] Re: Library software and assistive technology[Scanned] Date: Mon, 21 May 2007 08:02:48 -0400 Size: 10346 Url: http://www.nifl.gov/pipermail/technology/attachments/20070521/c0440ed2/attachment.mht From ESnay at qcc.mass.edu Mon May 21 11:26:35 2007 From: ESnay at qcc.mass.edu (Eunice Snay) Date: Mon, 21 May 2007 11:26:35 -0400 Subject: [Technology 1026] Re: Fwd: Re: Assistive Technology In-Reply-To: Message-ID: <7D243C93CC45DC47BD40B11C9D073BA9028390D8@HOBBES.campus.qcc.edu> What exactly is being granted? The Grant applications explains a suite of software . Is it the Accessibility Suite 7.2 found on the product page? Eunice Snay Regional Technologist for Central SABES 508-854-4514 esnay at qcc.mass.edu -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of RKenyon721 at aol.com Sent: Monday, May 21, 2007 11:08 AM To: technology at nifl.gov Subject: [Technology 1025] Fwd: Re: Assistive Technology Hi Hugo, I am glad that you found the information from our Bridges to Practice training on Assistive Technology useful to your program. Anyone interested in completing a grant application to receive free assistive technology products from Premier Assistive can access that at: http://www.readingmadeez.com/Grantform.php Rochelle Kenyon Rochelle Kenyon, Ed.D. Bridges to Practice Master Trainer 6315 Capstan Court Rockledge, Florida 32955-5765 Telephone: 321.637.1319 Fax: 321.637.1920 Email: RKenyon721 at aol.com ________________________________ See what's free at AOL.com . -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070521/5586cd31/attachment.html From gspangenberg at caalusa.org Mon May 21 12:22:02 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Mon, 21 May 2007 12:22:02 -0400 Subject: [Technology 1027] Natl Commission on Adult Literacy Resource Document Released Message-ID: <649EA3CB-97FA-41FE-A3CC-B51545C5DB72@caalusa.org> NEWS RELEASE - May 21, 2007, NYC -- On behalf of the National Commission on Adult Literacy, MOUNTING PRESSURES FACING THE U.S. WORKFORCE AND THE INCREASING NEED FOR ADULT EDUCATION AND LITERACY was released today by the Commission's chairman, its study director, and CAAL. The 67 resource document was one of several presentations made at the April 17, 2007 meeting of the National Commission. It was developed by Dennis Jones (President) and Patrick Kelly (Senior Associate & Director, National Information Center) of the National Center for Higher Education Management Systems (NCHEMS). This publication consists largely of 50 color graphics reflecting NCHEMS analysis and 2005 data from such multiple sources as OECD, the U.S. Census Bureau, the U.S. Bureau of Labor Statistics, the National Center for Education Statistics, the U.S. Bureau of Justice, the U.S. Department of Education, GED Testing Service, and NCHEMS itself. NCHEMS concludes that this data set -- including information on international comparisons, U.S. demographic trends, U.S. education achievement levels, workforce education levels, and other variables -- calls for a dramatically expanded and more effective adult education and literacy enterprise in America. A short introduction and executive summary by the authors accompanies their compelling presentation. Although this document should not necessarily be taken to reflect conclusions of the Commission at this stage (its work is still in progress), the Commission is pleased to release it as a public service. Other materials developed for the Commission's April 17th meeting will be provided in the near future. MOUNTING PRESSURES... is available in color PDF format at the CAAL website, www.caalusa.org. Bound color copies may also be purchased directly from CAAL ($25 each plus postage, bheitner at caalusa.org for ordering instructions). [Note: This is a large document best "read" in color. Persons able to print only in black and white or having a slow speed connection may do better to order it from CAAL.] ? Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070521/d176c74b/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: nchemspresentation.pdf Type: application/pdf Size: 1680403 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070521/d176c74b/attachment.pdf -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070521/d176c74b/attachment-0001.html From RKenyon721 at aol.com Mon May 21 14:25:04 2007 From: RKenyon721 at aol.com (RKenyon721 at aol.com) Date: Mon, 21 May 2007 14:25:04 EDT Subject: [Technology 1028] Fwd: Re: Fwd: Re: Assistive Technology Message-ID: Eunice, If you are knowledgeable about AT, you could contact them and ask specifically for those things you want. Otherwise, you could explain what your students' needs are and see what they recommend. What I like most about Premier Assistive Technology is that they have a page of free high speed downloadable AT software that people can try first with learners to see whether it might address the specific goals/skills intended. _http://www.readingmadeez.com/FreeTrials.php_ (http://www.readingmadeez.com/FreeTrials.php) Rochelle Rochelle Kenyon, Ed.D. Bridges to Practice Master Trainer 6315 Capstan Court Rockledge, Florida 32955-5765 Telephone: 321.637.1319 Fax: 321.637.1920 Email: _RKenyon721 at aol.com_ (mailto:RKenyon721 at aol.com) ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070521/2f3898de/attachment.html -------------- next part -------------- An embedded message was scrubbed... From: "Eunice Snay" Subject: [Technology 1026] Re: Fwd: Re: Assistive Technology Date: Mon, 21 May 2007 11:26:35 -0400 Size: 7612 Url: http://www.nifl.gov/pipermail/technology/attachments/20070521/2f3898de/attachment.mht From dv1635 at wayne.edu Wed May 23 13:58:21 2007 From: dv1635 at wayne.edu (Anna Barker) Date: Wed, 23 May 2007 13:58:21 -0400 (EDT) Subject: [Technology 1029] Inmate computer use statistics? Message-ID: <20070523135821.ETW86998@mirapointms3.wayne.edu> Hi, I'm new to this listserve, I'm a MLIS student at Wayne State and am trying to find some current info on inmate access to computers. I've found some older statistics, but nothing after 2000. I'm particularly interested in issues regarding internet access to prison inmates, and the degrees of technology literacy among inmates. I'd appreciate any leads. Thanks, Anna From cnaamh at rcn.com Tue May 22 18:31:47 2007 From: cnaamh at rcn.com (Nicole Graves) Date: Tue, 22 May 2007 18:31:47 -0400 Subject: [Technology 1030] Re: [Assessment 810] Natl Commission on Adult Literacy ResourceDocument Released References: <649EA3CB-97FA-41FE-A3CC-B51545C5DB72@caalusa.org> Message-ID: <00fe01c79cc1$0d997350$07b53bd0@cnadln21kxvbnn> I appreciate the good intention but please have mercy on the poor souls who have dial-up! I susbcribe to many lists. This last message has jammed my computer for hours when it did not crash. This was repeated several times. My "work" computer is in my home since I do not have a physical office. My land line is also useless for hours. Please provide links instead. Thanks! ----- Original Message ----- From: Gail Spangenberg To: assessment at nifl.gov ; familyliteracy at nifl.gov ; professionaldevelopment at nifl.gov ; povertyracewomen at nifl.gov ; technology at nifl.gov ; workplace at nifl.gov ; The Adult English Language Learners Discussion List ; aaace-nla at lists.literacytent.org ; library-lit at ala.org Sent: Monday, May 21, 2007 12:22 PM Subject: [Assessment 810] Natl Commission on Adult Literacy ResourceDocument Released NEWS RELEASE - May 21, 2007, NYC -- On behalf of the National Commission on Adult Literacy,? MOUNTING PRESSURES FACING THE U.S. WORKFORCE AND THE INCREASING NEED FOR ADULT?EDUCATION AND LITERACY was released today by the Commission's chairman, its study director, and CAAL. The 67 resource document was one of several presentations made at the April 17, 2007 meeting of the National Commission. It was developed by Dennis Jones (President) and Patrick Kelly (Senior Associate & Director, National Information Center) of the National Center for Higher Education Management Systems (NCHEMS).?? This publication consists largely of 50 color graphics reflecting NCHEMS analysis and 2005 data from such multiple sources as OECD, the U.S. Census Bureau, the U.S. Bureau of Labor Statistics, the National Center for Education Statistics, the U.S. Bureau of Justice, the U.S. Department of Education, GED Testing Service, and NCHEMS itself. NCHEMS concludes that this data set -- including information on international comparisons, U.S. demographic trends, U.S. education achievement levels, workforce education levels, and other variables -- calls for a dramatically expanded and more effective adult education and literacy enterprise in America. A short introduction and executive summary by the authors accompanies their compelling presentation.?? Although this document should not necessarily be taken to reflect conclusions of the Commission at this stage (its work is still in progress), the Commission is pleased to release it as a public service. Other materials developed for the Commission's April 17th meeting will be provided in the near future. MOUNTING PRESSURES... is available in color PDF format at the CAAL website, www.caalusa.org.?Bound color copies may also be purchased directly from CAAL ($25 each plus postage, bheitner at caalusa.org for ordering instructions).?[Note: This is a large document best "read" in color. Persons able to print only in black and white or having a slow speed connection may do better to order it from CAAL.]? ------------------------------------------------------------------------------ Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org ------------------------------------------------------------------------------ NEWS RELEASE - May 21, 2007, NYC -- On behalf of the National Commission on Adult Literacy, MOUNTING PRESSURES FACING THE U.S. WORKFORCE AND THE INCREASING NEED FOR ADULT EDUCATION AND LITERACY was released today by the Commission's chairman, its study director, and CAAL. The 67 resource document was one of several presentations made at the April 17, 2007 meeting of the National Commission. It was developed by Dennis Jones (President) and Patrick Kelly (Senior Associate & Director, National Information Center) of the National Center for Higher Education Management Systems (NCHEMS). This publication consists largely of 50 color graphics reflecting NCHEMS analysis and 2005 data from such multiple sources as OECD, the U.S. Census Bureau, the U.S. Bureau of Labor Statistics, the National Center for Education Statistics, the U.S. Bureau of Justice, the U.S. Department of Education, GED Testing Service, and NCHEMS itself. NCHEMS concludes that this data set -- including information on international comparisons, U.S. demographic trends, U.S. education achievement levels, workforce education levels, and other variables -- calls for a dramatically expanded and more effective adult education and literacy enterprise in America. A short introduction and executive summary by the authors accompanies their compelling presentation. Although this document should not necessarily be taken to reflect conclusions of the Commission at this stage (its work is still in progress), the Commission is pleased to release it as a public service. Other materials developed for the Commission's April 17th meeting will be provided in the near future. MOUNTING PRESSURES... is available in color PDF format at the CAAL website, www.caalusa.org. Bound color copies may also be purchased directly from CAAL ($25 each plus postage, bheitner at caalusa.org for ordering instructions). [Note: This is a large document best "read" in color. Persons able to print only in black and white or having a slow speed connection may do better to order it from CAAL.] ? Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org ------------------------------------------------------------------------------ ------------------------------- National Institute for Literacy Assessment mailing list Assessment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment Email delivered to cnaamh at rcn.com ------------------------------------------------------------------------------ No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.446 / Virus Database: 269.7.3/809 - Release Date: 5/17/2007 5:18 PM -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070522/fba42356/attachment.html From jprobus at ket.org Wed May 23 15:44:29 2007 From: jprobus at ket.org (Joyce Probus) Date: Wed, 23 May 2007 14:44:29 -0500 Subject: [Technology 1031] Re: Inmate computer use statistics? In-Reply-To: <20070523135821.ETW86998@mirapointms3.wayne.edu> References: <20070523135821.ETW86998@mirapointms3.wayne.edu> Message-ID: <4654999D.9050603@ket.org> Anna, I'd recommend that you contact the Correctional Education Association, http://www.ceanational.org/. Their annual International Meeting will be held in Atlanta July 8-11, and I'm sure you can make contacts you need through this organization. KET's LiteracyLink GED and Workplace Education materials are used in the corrections system, and I learned today that Virginia is starting an online initiative in which the LiteracyLink Online Management system will be used to support inmates' work on the LiteracyLink Online Learning modules. George Bailey at the Virginia Adult Learning Resource Center is conducting the training, I'm sure he can direct you to the right person for more information: http://www.aelweb.vcu.edu/training/specialists.shtml I'd also recommend that you speak with David Collings, Chair of the Adult Literacy and Technology Network - a national organization which promotes the use of instructional technology. David was involved in an experimental server-based application of LiteracyLink at a prison in the DC area around 2002. David was a guest moderator on this list in February of this year. His email address is david at collings.com Anna Barker wrote: > Hi, I'm new to this listserve, I'm a MLIS student at Wayne State and am trying to find > some current info on inmate access to computers. I've found some older > statistics, but nothing after 2000. I'm particularly interested in issues regarding > internet access to prison inmates, and the degrees of technology literacy among > inmates. I'd appreciate any leads. > Thanks, > Anna > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > Email delivered to jprobus at ket.org > From lgordon at mvls.info Wed May 23 14:37:25 2007 From: lgordon at mvls.info (Gordon,Lois) Date: Wed, 23 May 2007 14:37:25 -0400 Subject: [Technology 1032] Re: Inmate computer use statistics? References: <20070523135821.ETW86998@mirapointms3.wayne.edu> Message-ID: Here in NY, computers are not allowed in the correctional facilities. Lois Gordon Outreach / Adult Specialist Mohawk Valley Library System 858 Duanesburg Road Schenectady, NY 12306 Phone: 518-355-2010 ext. 233 Fax: 518-355-0674 www.mvls.info ________________________________ From: technology-bounces at nifl.gov on behalf of Anna Barker Sent: Wed 5/23/2007 1:58 PM To: technology at nifl.gov Subject: [Technology 1029] Inmate computer use statistics? Hi, I'm new to this listserve, I'm a MLIS student at Wayne State and am trying to find some current info on inmate access to computers. I've found some older statistics, but nothing after 2000. I'm particularly interested in issues regarding internet access to prison inmates, and the degrees of technology literacy among inmates. I'd appreciate any leads. Thanks, Anna ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lgordon at sals.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 4451 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070523/ece6231d/attachment.bin From nancy.friday at alphaplus.ca Wed May 23 14:41:16 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Wed, 23 May 2007 14:41:16 -0400 Subject: [Technology 1033] Re: Inmate computer use statistics? Message-ID: <852572E4.0066A86C.00@alphaplus.ca> Hi Anna, Nancy Friday here in Toronto, Ontario, Canada. One of the school board literacy programs here in Toronto was introduced to an upgrading courseware system called Aztec a few years ago. Aztec was being used in a large prison here in Ontario and has proved to be very popular with a wide range of literacy programs across Ontario. I believe the reason that program worked within the prison was that it didn't require Internet access, but did engage users in computer learning. I know this doesn't exactly address your question about Internet access by prisoners, but does speak to computer use for learning by prisoners. Aztec Software is an American company and the content of the curricula is American. Two Canadian educators here in Ontario have partnered with Aztec to market and promote the courseware here in Ontario and as a result modules of the curricula have been re-written or adjusted to serve a Canadian market. Here's the web site: www.aztecsoftware.com If you want some insight into how it was used in a correctional facility here in Toronto you can contact Fraser Gagne at fraserg at georgian.net Nancy Anna Barker on 05/23/2007 01:58:21 PM Please respond to The Technology and Literacy Discussion List To: technology at nifl.gov cc: (bcc: Nancy Friday) Subject: [Technology 1029] Inmate computer use statistics? Hi, I'm new to this listserve, I'm a MLIS student at Wayne State and am trying to find some current info on inmate access to computers. I've found some older statistics, but nothing after 2000. I'm particularly interested in issues regarding internet access to prison inmates, and the degrees of technology literacy among inmates. I'd appreciate any leads. Thanks, Anna ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From KSTEINCH at MAIL.NYSED.GOV Wed May 23 15:06:42 2007 From: KSTEINCH at MAIL.NYSED.GOV (Kathleen Steinchen) Date: Wed, 23 May 2007 15:06:42 -0400 Subject: [Technology 1034] Re: Inmate computer use statistics? In-Reply-To: References: <20070523135821.ETW86998@mirapointms3.wayne.edu> Message-ID: <4654588202000002000F9665@sed1.nysed.gov> In many New York county correctional facilities, computers are available to inmates for educational purposes; however access to the Internet is not. This has presented difficulty with instructors, who would like to download materials to a CD for instructional use but cannot access the Internet from their work site. Kathleen Steinchen Associate Adult Education and Workforce Development Team NYSED tel: 518-474-8940 ksteinch at mail.nysed.gov >>> "Gordon,Lois" 5/23/2007 2:37 PM >>> Here in NY, computers are not allowed in the correctional facilities. Lois Gordon Outreach / Adult Specialist Mohawk Valley Library System 858 Duanesburg Road Schenectady, NY 12306 Phone: 518-355-2010 ext. 233 Fax: 518-355-0674 www.mvls.info ________________________________ From: technology-bounces at nifl.gov on behalf of Anna Barker Sent: Wed 5/23/2007 1:58 PM To: technology at nifl.gov Subject: [Technology 1029] Inmate computer use statistics? Hi, I'm new to this listserve, I'm a MLIS student at Wayne State and am trying to find some current info on inmate access to computers. I've found some older statistics, but nothing after 2000. I'm particularly interested in issues regarding internet access to prison inmates, and the degrees of technology literacy among inmates. I'd appreciate any leads. Thanks, Anna ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lgordon at sals.edu From BozaL at michigan.gov Wed May 23 15:34:36 2007 From: BozaL at michigan.gov (Lynn Boza) Date: Wed, 23 May 2007 15:34:36 -0400 Subject: [Technology 1035] Re: Inmate computer use statistics? Message-ID: I'm quite sure that inmates do not have access to computers in Michigan. In many respects, this becomes a barrier to reintegration, especially for adjudicated youth. Part of the proposed new curriculum standards in my state require that students know how to use the internet. I don't know if this will change for adjudicated youth or others. >>> dv1635 at wayne.edu 5/23/2007 1:58 PM >>> Hi, I'm new to this listserve, I'm a MLIS student at Wayne State and am trying to find some current info on inmate access to computers. I've found some older statistics, but nothing after 2000. I'm particularly interested in issues regarding internet access to prison inmates, and the degrees of technology literacy among inmates. I'd appreciate any leads. Thanks, Anna ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bozal at michigan.gov From ESnay at qcc.mass.edu Wed May 23 16:30:29 2007 From: ESnay at qcc.mass.edu (Eunice Snay) Date: Wed, 23 May 2007 16:30:29 -0400 Subject: [Technology 1036] Re: Inmate computer use statistics? In-Reply-To: <4654588202000002000F9665@sed1.nysed.gov> Message-ID: <7D243C93CC45DC47BD40B11C9D073BA90283911F@HOBBES.campus.qcc.edu> WebWacker software allows you to Whack a site to differing levels so that you can burn it to a CD. The teacher from a home PC with Internet access could, using this software, download a website/webpage so that you can use materials from the Web in classes that don't have Internet Access. The vendor is www.bluesquirrel.com. Eunice Snay Regional Technologist for Central SABES 508-854-4514 esnay at qcc.mass.edu -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Kathleen Steinchen Sent: Wednesday, May 23, 2007 3:07 PM To: The Technology and Literacy Discussion List Subject: [Technology 1034] Re: Inmate computer use statistics? In many New York county correctional facilities, computers are available to inmates for educational purposes; however access to the Internet is not. This has presented difficulty with instructors, who would like to download materials to a CD for instructional use but cannot access the Internet from their work site. Kathleen Steinchen Associate Adult Education and Workforce Development Team NYSED tel: 518-474-8940 ksteinch at mail.nysed.gov >>> "Gordon,Lois" 5/23/2007 2:37 PM >>> Here in NY, computers are not allowed in the correctional facilities. Lois Gordon Outreach / Adult Specialist Mohawk Valley Library System 858 Duanesburg Road Schenectady, NY 12306 Phone: 518-355-2010 ext. 233 Fax: 518-355-0674 www.mvls.info ________________________________ From: technology-bounces at nifl.gov on behalf of Anna Barker Sent: Wed 5/23/2007 1:58 PM To: technology at nifl.gov Subject: [Technology 1029] Inmate computer use statistics? Hi, I'm new to this listserve, I'm a MLIS student at Wayne State and am trying to find some current info on inmate access to computers. I've found some older statistics, but nothing after 2000. I'm particularly interested in issues regarding internet access to prison inmates, and the degrees of technology literacy among inmates. I'd appreciate any leads. Thanks, Anna ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lgordon at sals.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to esnay at qcc.mass.edu From tbr202 at nyu.edu Wed May 23 16:26:39 2007 From: tbr202 at nyu.edu (Tommy B. McDonell, Ph.D.) Date: Wed, 23 May 2007 16:26:39 -0400 Subject: [Technology 1037] Re: Inmate computer use statistics? In-Reply-To: References: <20070523135821.ETW86998@mirapointms3.wayne.edu> Message-ID: Really? In the whole state? I ask because in NYC I've seen ads for people to teach incarcerated prisoners. T Tommy B. McDonell, Ph.D. Adjunct Assistant Professor Multilingual Multicultural Studies Steinhardt School of Education New York University 239 Greene Street, 6th Floor New York, NY 10003 Home: 212-929-6768 Work: 212-242-6800 x 152 Cell: 917-514-1354 Email: tbr202 at nyu.edu On May 23, 2007, at 2:37 PM, Gordon,Lois wrote: > Here in NY, computers are not allowed in the correctional facilities. > > Lois Gordon > Outreach / Adult Specialist > Mohawk Valley Library System > 858 Duanesburg Road > Schenectady, NY 12306 > Phone: 518-355-2010 ext. 233 > Fax: 518-355-0674 > www.mvls.info > > ________________________________ > > From: technology-bounces at nifl.gov on behalf of Anna Barker > Sent: Wed 5/23/2007 1:58 PM > To: technology at nifl.gov > Subject: [Technology 1029] Inmate computer use statistics? > > > > Hi, I'm new to this listserve, I'm a MLIS student at Wayne State > and am trying to find > some current info on inmate access to computers. I've found some > older > statistics, but nothing after 2000. I'm particularly interested in > issues regarding > internet access to prison inmates, and the degrees of technology > literacy among > inmates. I'd appreciate any leads. > Thanks, > Anna > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to lgordon at sals.edu > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to tommy.mcdonell at nyu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070523/1e3239af/attachment.html From tshearer at esc4.net Wed May 23 16:12:32 2007 From: tshearer at esc4.net (Terry Shearer) Date: Wed, 23 May 2007 15:12:32 -0500 Subject: [Technology 1038] German to English translation software needed Message-ID: <2D8C79E4C2687F43A8E56F0F6E7F46852E6A72@iris.regioniv.esc4.net> Does anyone know of a good German to English technical translator that can translate text in the automotive/ heavy earth moving machine industry (i.e., forklifts, tractors)? I have a company that called because it needs this kind of software for a workforce project. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070523/88fe6970/attachment.html From KUTHFAM at aol.com Wed May 23 17:19:56 2007 From: KUTHFAM at aol.com (KUTHFAM at aol.com) Date: Wed, 23 May 2007 17:19:56 EDT Subject: [Technology 1039] Re: Inmate computer use statistics? Message-ID: In a message dated 5/23/2007 2:09:34 P.M. Eastern Daylight Time, dv1635 at wayne.edu writes: Hi, I'm new to this listserve, I'm a MLIS student at Wayne State and am trying to find some current info on inmate access to computers. I've found some older statistics, but nothing after 2000. I'm particularly interested in issues regarding internet access to prison inmates, and the degrees of technology literacy among inmates. I'd appreciate any leads. In Butler Co Jail OH, inmates do not have access to computers. Neither are computers used in a class setting. Millie Kuth Hamilton City ABLE Hamilton OH 45015 ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070523/fcd30b85/attachment.html From rgriffin at ket.org Wed May 23 17:06:02 2007 From: rgriffin at ket.org (Ron Griffin) Date: Wed, 23 May 2007 17:06:02 -0400 Subject: [Technology 1040] Re: Inmate computer use statistics? In-Reply-To: Message-ID: Evening to all, In many states internet access is not allowed/available to inmates at local/state/Federal correctional institutions. This is a very common problem when you are working with teachers/instructors in corrections. Have a great evening, Ron at KET, Kentucky Educational Television. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]On Behalf Of Tommy B. McDonell, Ph.D. Sent: Wednesday, May 23, 2007 4:27 PM To: The Technology and Literacy Discussion List Subject: [Technology 1037] Re: Inmate computer use statistics? Really? In the whole state? I ask because in NYC I've seen ads for people to teach incarcerated prisoners. T Tommy B. McDonell, Ph.D. Adjunct Assistant Professor Multilingual Multicultural Studies Steinhardt School of Education New York University 239 Greene Street, 6th Floor New York, NY 10003 Home: 212-929-6768 Work: 212-242-6800 x 152 Cell: 917-514-1354 Email: tbr202 at nyu.edu On May 23, 2007, at 2:37 PM, Gordon,Lois wrote: Here in NY, computers are not allowed in the correctional facilities. Lois Gordon Outreach / Adult Specialist Mohawk Valley Library System 858 Duanesburg Road Schenectady, NY 12306 Phone: 518-355-2010 ext. 233 Fax: 518-355-0674 www.mvls.info ________________________________ From: technology-bounces at nifl.gov on behalf of Anna Barker Sent: Wed 5/23/2007 1:58 PM To: technology at nifl.gov Subject: [Technology 1029] Inmate computer use statistics? Hi, I'm new to this listserve, I'm a MLIS student at Wayne State and am trying to find some current info on inmate access to computers. I've found some older statistics, but nothing after 2000. I'm particularly interested in issues regarding internet access to prison inmates, and the degrees of technology literacy among inmates. I'd appreciate any leads. Thanks, Anna ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lgordon at sals.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tommy.mcdonell at nyu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070523/e877be12/attachment.html From haywoodmedspec at yahoo.com Thu May 24 07:27:39 2007 From: haywoodmedspec at yahoo.com (Amy Haywood) Date: Thu, 24 May 2007 04:27:39 -0700 (PDT) Subject: [Technology 1041] Re: Inmate computer use statistics? In-Reply-To: <20070523135821.ETW86998@mirapointms3.wayne.edu> Message-ID: <561937.25157.qm@web35001.mail.mud.yahoo.com> I can tell you that in Delaware inmates use computers in the education computer labs but they do not have Internet access. I have been the Media Specialist at the Baylor Women's Correctional Facility for 11 years and this has always been the case. Anna Barker wrote: Hi, I'm new to this listserve, I'm a MLIS student at Wayne State and am trying to find some current info on inmate access to computers. I've found some older statistics, but nothing after 2000. I'm particularly interested in issues regarding internet access to prison inmates, and the degrees of technology literacy among inmates. I'd appreciate any leads. Thanks, Anna ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to haywoodmedspec at yahoo.com Amy L. Haywood,Independent Consultant Arbonne International haywoodmedspec at yahoo.com (home)302-737-5686 (cell)302-563-1358 (work)302-577-3004 ext.1180 --------------------------------- Now that's room service! Choose from over 150,000 hotels in 45,000 destinations on Yahoo! Travel to find your fit. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070524/1143fa96/attachment.html From gspangenberg at caalusa.org Thu May 24 13:34:44 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Thu, 24 May 2007 13:34:44 -0400 Subject: [Technology 1042] DARE TO DREAM - from National Commission on Adult Literacy Message-ID: NEWS RELEASE -- May 24, 2007, New York, NY -- On behalf of the National Commission on Adult Literacy, the Commission's chairman, study director, and CAAL are today releasing DARE TO DREAM: A Collection of Papers from a Resource Group of 102 Adult Education and Literacy Professionals. This document was one of several presentations prepared for the April 17, 2007 meeting of the Commission. While it does not necessarily reflect conclusions of the Commission at this stage in its ongoing work, the Commission is pleased to make this material available as a public service. The papers that make up this collection were developed in response to questions posed in several thematic areas (indicated in the publication). They reflect the ideas, insights, cautions, and recommendations of 102 education and literacy leaders whose participation was facilitated by a team of 10 group leaders. The group was challenged to "think outside the box," to imagine systemic changes that would be required to expand adult education and literacy service beyond the 3 million or so presently served in publicly funded programs to many times that number, and to do so to a high standard of quality. DARE TO DREAM is available in PDF format at the CAAL website, www.caalusa.org (scroll down from the top of the middle column at the homepage). It may also be purchased directly from CAAL ($25 each plus postage, bheitner at caalusa for ordering instructions). DARE TO DREAM is the second in a series of recent Commission resources being made publicly available. "Mounting Pressures Facing the U.S. Workforce and the Increasing Need for Adult Education and Literacy" was prepared for the Commission by Dennis Jones and Patrick Kelly of the National Center for Higher Education Management Systems was released on May 21, 2007 and can also be downloaded from the CAAL website. In the near future, two other presentations developed for the April 17th meeting will be made available: a DVD presentation by Mark Tucker, president of the National Center for Education and the Economy, and a presentation from labor economist Andrew Sum. Principle funders of the National Commission on Adult Literacy are The Dollar General Corporation (in the lead role at $1 million), The McGraw-Hill Companies, Inc. (through both grant and in-kiind support), and Harold W. McGraw, Jr. Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070524/c4e59c9a/attachment.html From nancy.friday at alphaplus.ca Thu May 24 15:50:11 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Thu, 24 May 2007 15:50:11 -0400 Subject: [Technology 1043] Re: German to English translation software needed Message-ID: <852572E5.006CF7A9.00@alphaplus.ca> Hi Terry, My colleague Matthias Sturm sends the following response to your request: There seems to be plenty of professional translation services in these areas but I only found two software programs. Good keywords to use on Google.de are Automobilindustrie, Bauwesen, and ?bersezungssoftware. 1) @promt - http://www.abitz.com/promt/promt_features.php3 This program translates trade specific vocabulary between German, English and Russian but the two specific areas only between German and Russian as far as I could see. 2) Langenscheidt - http://www.langenscheidt.de/katalog/titel_langenscheidt_e-fachwoerterbuch_architektur_und_bauwesen_englisch_2978_0_475.html This is a e-based German-English dictionary for architecture and the construction industry; there may be other ones that relate the automotive industry but it's not a translation software. Nancy Friday "Terry Shearer" on 05/23/2007 04:12:32 PM Please respond to The Technology and Literacy Discussion List To: technology at nifl.gov cc: (bcc: Nancy Friday) Subject: [Technology 1038] German to English translation software needed -------------- next part -------------- Does anyone know of a good German to English technical translator that can translate text in the automotive/ heavy earth moving machine industry (i.e., forklifts, tractors)? I have a company that called because it needs this kind of software for a workforce project. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070524/829f8ea4/attachment.htm -------------- next part -------------- ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From gspangenberg at caalusa.org Mon Jun 4 10:23:42 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Mon, 4 Jun 2007 10:23:42 -0400 Subject: [Technology 1044] TORCHLIGHTS IN ESL - New CAAL Paper Message-ID: MONDAY, JUNE 4, 2007, NEW YORK, N.Y. -- The Council for Advancement of Adult Literacy today releases TORCHLIGHTS IN ESL: Five Community College Profiles. The publication is a supplement to PASSING THE TORCH: Strategies for Innovation in Community College ESL -- the result of a two-year CAAL study by Forrest P. Chisman and JoAnn Crandall, published in March 2007. Both projects were made possible by support from the William and Flora Hewlett Foundation, Harold W. McGraw, Jr., The McGraw-Hill Companies, Inc., the Ford Foundation, and the Dollar General Corporation. TORCHLIGHTS, 123 pages, gives detailed profiles of the ESL programs of each of the five colleges at the heart of CAAL's study. It was authored by Elizabeth Zachry & Emily Dibble (Bunker Hill Community College, MA), Sharon Seymour (City College of San Francisco, CA), Suzanne Leibman (College of Lake County, IL), Sandy Ares & Beth Larson (Seminole Community College, FL), and Pamela Ferguson (Yakima Community College, WA). The profiles, especially if read in conjunction with CAAL's main research report, should be helpful to those who design and operate community college ESL programs as well as to policy makers and funding agencies. For example, they each contain a discussion of the financing and levels of funding needed to provide high quality adult ESL services. The five programs profiled in TORCHLIGHTS offer extraordinarily high quality ESL instruction. They are considered exemplary according to standards and criteria developed in the CAAL research project and as judged by dozens of professionals across the country who nominated the programs for inclusion in the study. CAAL promised in releasing PASSING THE TORCH that it would publish detailed profiles of the programs. The release of TORCHLIGHTS makes good on that promise. The main research report focuses on noncredit ESL services. It concentrates on generating learning gains, retaining students, and bringing about transitions to future education. Among the effective strategies examined are high intensity instruction, learning outside the classroom, and the use of "learner-centered" curricular. Special attention is given to curricular integration, coenrollment, vocational ESL (VESL), and the Spanish GED. Issues of faculty training, development, and quality are examined, and recommendations are given for "engineering innovation" in ESL colleges and programs. Funding and assessment issues are also treated. To access the free PDF version of TORCHLIGHTS, click on the link provided above. Bound copies may be purchased directly from CAAL ($25 plus postage and delivery, contact bheitner at caalusa.org for ordering instructions). Many other publications from CAAL, and from the National Commission on Adult Literacy, are available in PDF form at the CAAL web site (www.caalusa.org). All may be used freely with attribution. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070604/fc586b7f/attachment.html From gspangenberg at caalusa.org Mon Jun 4 12:38:45 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Mon, 4 Jun 2007 12:38:45 -0400 Subject: [Technology 1045] Fwd: TORCHLIGHTS IN ESL - New CAAL Paper References: Message-ID: NOTE: The earlier posting of this news release carried an incorrect linking address for the CAAL web site. The necessary correction has been made in the copy forwarded here. BH Begin forwarded message: > From: Gail Spangenberg > Date: June 4, 2007 10:23:42 AM EDT > To: assessment at nifl.gov, The Adult English Language Learners > Discussion List , > familyliteracy at nifl.gov, professionaldevelopment at nifl.gov, > povertyracewomen at nifl.gov, technology at nifl.gov, workplace at nifl.gov, > National Literacy Advocacy List sponsored by AAACE nla at lists.literacytent.org>, library-lit at ala.org > Subject: TORCHLIGHTS IN ESL - New CAAL Paper > > > MONDAY, JUNE 4, 2007, NEW YORK, N.Y. -- The Council for > Advancement of Adult Literacy today releases TORCHLIGHTS IN ESL: > Five Community College Profiles. The publication is a supplement to > PASSING THE TORCH: Strategies for Innovation in Community College > ESL -- the result of a two-year CAAL study by Forrest P. Chisman > and JoAnn Crandall, published in March 2007. Both projects were > made possible by support from the William and Flora Hewlett > Foundation, Harold W. McGraw, Jr., The McGraw-Hill Companies, > Inc., the Ford Foundation, and the Dollar General Corporation. > > TORCHLIGHTS, 123 pages, gives detailed profiles of the ESL programs > of each of the five colleges at the heart of CAAL's study. It was > authored by Elizabeth Zachry & Emily Dibble (Bunker Hill Community > College, MA), Sharon Seymour (City College of San Francisco, CA), > Suzanne Leibman (College of Lake County, IL), Sandy Ares & Beth > Larson (Seminole Community College, FL), and Pamela Ferguson > (Yakima Community College, WA). The profiles, especially if read > in conjunction with CAAL's main research report, should be helpful > to those who design and operate community college ESL programs as > well as to policy makers and funding agencies. For example, they > each contain a discussion of the financing and levels of funding > needed to provide high quality adult ESL services. > > The five programs profiled in TORCHLIGHTS offer extraordinarily > high quality ESL instruction. They are considered exemplary > according to standards and criteria developed in the CAAL research > project and as judged by dozens of professionals across the country > who nominated the programs for inclusion in the study. CAAL > promised in releasing PASSING THE TORCH that it would publish > detailed profiles of the programs. The release of TORCHLIGHTS makes > good on that promise. > > The main research report focuses on noncredit ESL services. It > concentrates on generating learning gains, retaining students, and > bringing about transitions to future education. Among the effective > strategies examined are high intensity instruction, learning > outside the classroom, and the use of "learner-centered" > curricular. Special attention is given to curricular integration, > coenrollment, vocational ESL (VESL), and the Spanish GED. Issues of > faculty training, development, and quality are examined, and > recommendations are given for "engineering innovation" in ESL > colleges and programs. Funding and assessment issues are also treated. > > To access the free PDF version of TORCHLIGHTS, click on the link > provided above. Bound copies may be purchased directly from CAAL > ($25 plus postage and delivery, contact bheitner at caalusa.org for > ordering instructions). Many other publications from CAAL, and from > the National Commission on Adult Literacy, are available in PDF > form at the CAAL web site (www.caalusa.org). All may be used freely > with attribution. > > > Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070604/4d1d52dd/attachment.html From tashafr at yahoo.com Wed Jun 6 05:53:52 2007 From: tashafr at yahoo.com (Natasha Freidus) Date: Wed, 6 Jun 2007 02:53:52 -0700 (PDT) Subject: [Technology 1046] new digital storytelling portal In-Reply-To: Message-ID: <903119.87281.qm@web30705.mail.mud.yahoo.com> Hello, For those of you interested in digital storytelling as a tool for adult literacy, check out www.storiesforchange.net, a new site to upload and exchange stories and curriculum. Feel free to email me if you have any questions. Official announcement below. Tasha Freidus www.creativenarrations.net tasha at creativenarrations.net ______________________ Greetings community digital storytelling facilitators and friends! We're excited to announce the launch of the online social networking portal for community digital storytelling, StoriesForChange.net. This site is sponsored by MassIMPACT, in collaboration with the Center for Digital Storytelling, to provide a meeting and sharing space for those interested in using digital storytelling for community advocacy or grassroots social change. Here are some of the most exciting reasons to check out StoriesForChange.net (SFC): NETWORK with other facilitators online anytime: SFC gives you a chance to meet others who are doing similar work in communities and post questions to the group in the Forums, without having to wait for a yearly conference. DISTRIBUTE your stories online in a trusted place: We've put particular attention into the "meta data" or accompanying information that goes with digital stories shared on the site. Your posted stories not only have context, but they can be Creative Commons licensed so you can control how stories are used. Tap into a new LIBRARY of stories: Most facilitators show at least one or two digital stories at the beginning of every digital storytelling workshop. SFC intends to become a great library of user contributed stories to help share examples across communities, cultures, languages, and contexts. Add your RESOURCES, share your experience: Check out the Share Your Resource option, which allows you to share experience around the creation of stories in various community settings. Post your EVENTS to reach a wider audience: Post your upcoming workshops, screenings, and meetings, so others who are geographically close to you can attend. The best way to get involved with StoriesForChange.net is to signup for a membership on the site and start sharing stories and resources, as well as posting events. We're also hoping to start some great discussions in the Forums section < http://storiesforchange.net/forums >, especially in the topic "Get Involved with SFC Site Development" < http://storiesforchange.net/forum/603 >. Major funding for building the site was provided by MassIMPACT, which along with the Center for Digital Storytelling and Creative Narrations also supported the first annual Gathering of Community Digital Storytelling (see blog at http://communitydigitalstorytellers.blogspot.com) at Massachusetts Institute of Technology in June 2006. The site was ably built by developers at Float Left and Vernal. ____________________________________________________________________________________ Be a better Globetrotter. Get better travel answers from someone who knows. Yahoo! Answers - Check it out. http://answers.yahoo.com/dir/?link=list&sid=396545469 From MariannF at lacnyc.org Thu Jun 7 16:19:19 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 7 Jun 2007 16:19:19 -0400 Subject: [Technology 1047] Heidi Silver-Pacuilla, research findings Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8440888@lac-exch.lacnyc.local> Dear Tech list colleagues, I'm very pleased to announce that Heidi Silver-Pacuilla will be rejoining the Tech list beginning on Monday, June 11th to discuss her preliminary research findings on the language and literacy proficiency thresholds necessary for adults to participate in online learning successfully. You may recall that Heidi joined the tech list several months ago to ask for you professional wisdom and input on this topic. Heidi will also be soliciting your further input on her findings and the research relative to your own experience and tell us a bit more about the direction of the project. Looking forward to hearing from all of you, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070607/b7c2c802/attachment.html From HSilver-Pacuilla at air.org Mon Jun 11 09:16:05 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Mon, 11 Jun 2007 09:16:05 -0400 Subject: [Technology 1048] Re: online learning - preliminary findings and a call for your experiences In-Reply-To: Message-ID: Good morning! Thanks again for letting me host for a week, Mariann, and to all of you for joining me in an attempt to gather the knowledge in the field on adults' use of technology to pursue literacy and language learning. Here is a recap of my study questions, some preliminary literature findings, and a couple of questions for you. My charge from NIFL has been to investigate the literacy and language proficiency thresholds necessary for adults to participate in online learning successfully. Every noun in that sentence is, I realize, loaded with assumptions and in need of definition. My participation on the listserv for the week of June 11 - 15 is to host a discussion with all of you on my preliminary findings from the literature as well as to solicit your input to the research based on your experiences in programs. Mariann has been kind enough to let me post a request for documentation or background information on the topic through the listserv before, and I very much appreciate all the responses and productive leads I received about how programs are providing learning opportunities to adults not actively involved in classes. Here then, to begin, are preliminary findings (and not my full methodology or bibliography since both are currently incomplete) from the published and posted literature on adult online literacy and language learning. I hope you find them validating or provocative (or both!) and can join in a lively discussion of what's actually happening in your school or program. It is not surprising that few published research studies document independent, self-directed learning - after all, finding and following independent learners on self-chosen tasks is not typical research. Therefore, the nets were cast as widely as possible. In the end, most of what I found is about computer-assisted and online learning that is supplemental to classroom and program involvement. The implications of this, of course, are that this knowledge is based on learners who are already in programs and, as we know, these learners represent only a small fraction of the adult population with low literacy and English language proficiency. Nevertheless, the findings are useful as an important source of information about the issues and complexities of online learning by adult learners as well as offering signposts to where strategic supports could prove helpful for learners working with minimal program or teacher/facilitator involvement. There are three main areas I would like to share with the listserv: program implementation issues, evidence of improvements of basic literacy and language skills, and student skills and dispositions associated with successful technology-based and online learning. I'll share them in successive posts through the week. To start, here are some key findings on implementation issues from a review of program and project evaluations: 1. Online learners and teachers need support - pure online delivery is not best practice for adult literacy and ESOL learners. Support could include: - a facilitator at least some time for students, - student-to-student communication, - readily available tech support for both teachers and students, and - a peer group for teachers of distance courses as teachers learn the new medium 2. Induction programs or computer literacy skills pre-requisites set the stage for success 3. Students are eager to learn computer literacy skills alongside content 4. Supplemental online learning can be a positive option that increases students' overall improvement, retention, and persistence 5. The quality of the equipment and the connection -on both ends - makes a significant difference for the success of the experience and all surveys point to the realization that most students do not have access to high quality computers and broadband Internet service nor do programs take learner costs (such as connectivity) into consideration. So, how do these findings correlate with your experience and knowledge? Can you share an example that confirms, challenges, or adds to them? Today's Topics: 1. [Technology 1047] Heidi Silver-Pacuilla, research findings (Mariann Fedele) ---------------------------------------------------------------------- Message: 1 Date: Thu, 7 Jun 2007 16:19:19 -0400 From: "Mariann Fedele" Subject: [Technology 1047] Heidi Silver-Pacuilla, research findings To: "The Technology and Literacy Discussion List" Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8440888 at lac-exch.lacnyc.local> Content-Type: text/plain; charset="us-ascii" Dear Tech list colleagues, I'm very pleased to announce that Heidi Silver-Pacuilla will be rejoining the Tech list beginning on Monday, June 11th to discuss her preliminary research findings on the language and literacy proficiency thresholds necessary for adults to participate in online learning successfully. You may recall that Heidi joined the tech list several months ago to ask for you professional wisdom and input on this topic. Heidi will also be soliciting your further input on her findings and the research relative to your own experience and tell us a bit more about the direction of the project. Looking forward to hearing from all of you, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org From Holly.Dilatush-Guthrie at ccs.k12.va.us Mon Jun 11 13:57:08 2007 From: Holly.Dilatush-Guthrie at ccs.k12.va.us (Holly Dilatush-Guthrie) Date: Mon, 11 Jun 2007 13:57:08 -0400 Subject: [Technology 1049] Re: online learning - brief note re: our program's experience In-Reply-To: References: Message-ID: <466D54B40200006900003A6D@gwia.ccs.k12.va.us> Hello Heidi, Mariann, all, Heidi wrote: <> ME: This is my #1 identified area of "NEEDS MORE RESEARCH" after nearly two years of coordinating a pilot ESL distance learning class at the Charlottesville City Schools Adult Learning Center (Charlottesville VA). Logically, then, I?m energized by the focus of this week?s discussion! I?ve been collecting comments from listserv postings, paragraphs from readings, references to resources, etc. for months ? compiling them in a ?when can THIS SUMMER? folder. I wish this discussion weren?t this week ? only because it?s a very busy week for me already! I'll try to keep pace. But I wanted to at least submit my gratitude for the validation of ?not being alone? in this challenge, for NIFL?s exploration, and for your contributions. I do passionately believe that online learning and distance learning (particularly HYBRID/blended models) will have a meaningful, useful place in the near and long term future of ESOL. Additional FYI ? our pilot program uses the Crossroads Caf? video series, with an additional interactive website component I?ve added, using a Moodle CMS (Course Management System). We use CASAS Reading (and sometimes Listening) for reporting placement and progress assessments. We're a relatively small program. We've had fair success, but too many learners register, show up one week, then drop before/without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances. The three main areas you mentioned (program implementation issues, evidence of improvements of basic literacy and language skills, and student skills and dispositions) are crucial ? and, in my experience, somewhat elusive and ever-changing. I?m going to try to make time later today/tonight/tomorrow to use your list of five key findings as a rubric to re-evaluate and reflect upon our pilot program, and will try to post coherent thoughts afterward. Thank you ? I?m HOPING many readers of this listserv including ?UPOs? (Unseen Participants, Overwhelmed) will make time to post and share on this important, increasingly relevant topic. Thanks again, Holly "No matter what our attempts to inform, it is our ability to inspire that will turn the tides." Holly Dilatush ESL distance learning, Dialogue Cafe, Volunteer coordinator Charlottesville City Schools Adult Learning Center 1000 Preston Ave., Suite D Charlottesville VA 22903 (434) 245.2815 office (434) 960.7177 cell/mobile http://theHsmile.org ['home' to several Moodle CMS (course management systems/virtual classrooms)] http://www.Charlottesville-ESL.org "Live with intention. Share inside~out smiles, inspire hope, seek awe and nurture in nature." From wbquinones at comcast.net Mon Jun 11 16:02:54 2007 From: wbquinones at comcast.net (Wendy Quinones) Date: Mon, 11 Jun 2007 16:02:54 -0400 Subject: [Technology 1050] Re: Online learning for students AND teachers References: <466D54B40200006900003A6D@gwia.ccs.k12.va.us> Message-ID: <004501c7ac63$7fa44400$a500a8c0@nscdd05> Heidi and all, I was not a little surprised to dicover that Heidi's five points applied almost perfectly to the hybrid (f2f followed by online) PD course I just facilitated. It makes me think that the online environment itself rather than its users is what drives the design of best practice. Having said that, I find that my ABE students are hampered by their low typing skills (and their reluctance to spend time improving them) as much as by low literacy, and that even when they have it, their equipment is likely to be older and less reliable and they have fewer resources to call on if something goes wrong. At higher levels, a generally low level of critical thinking skills reduces their ability to understand what it is that they're actually doing online -- the idea that all websites are not equal and that they must be evaluated as to reliability, for example, is extremely difficult to get across. Still, students do enjoy working at computers. For many of them, it's a reassurance that they are really part of the modern world. I have primarily used them as in-class resources, although I do like to put exercises and activities up on Quia for students to use both in and outside of class. Whether they do use them outside is up for debate -- I think it probably follows the same patterns as doing homework. Wendy Quinones ----- Original Message ----- From: "Holly Dilatush-Guthrie" To: Sent: Monday, June 11, 2007 1:57 PM Subject: [Technology 1049] Re: online learning - brief note re:our program's experience > Hello Heidi, Mariann, all, > > Heidi wrote: < literacy > and language proficiency thresholds necessary for adults to > participate > in online learning successfully.>> > > ME: This is my #1 identified area of "NEEDS MORE RESEARCH" after > nearly two years of coordinating a pilot ESL distance learning class > at > the Charlottesville City Schools Adult Learning Center > (Charlottesville > VA). > > Logically, then, I?m energized by the focus of this week?s > discussion! I?ve been collecting comments from listserv postings, > paragraphs from readings, references to resources, etc. for months ? > compiling them in a ?when can THIS SUMMER? folder. I wish this > discussion weren?t this week ? only because it?s a very busy > week > for me already! I'll try to keep pace. > > But I wanted to at least submit my gratitude for the validation of > ?not being alone? in this challenge, for NIFL?s exploration, > and for your contributions. > > I do passionately believe that online learning and distance learning > (particularly HYBRID/blended models) will have a meaningful, useful > place in the near and long term future of ESOL. > > Additional FYI ? our pilot program uses the Crossroads Caf? video > series, with an additional interactive website component I?ve added, > using a Moodle CMS (Course Management System). We use CASAS Reading > (and sometimes Listening) for reporting placement and progress > assessments. > > We're a relatively small program. We've had fair success, but too > many > learners register, show up one week, then drop before/without > completing > 12 hours/first episode. Follow-up (to attempt to determine WHY) has > been challenging -- guesswork more than documented responses. There > are SO many extenuating circumstances. > > The three main areas you mentioned (program implementation issues, > evidence of improvements of basic literacy and language skills, and > student skills and dispositions) are crucial ? and, in my > experience, > somewhat elusive and ever-changing. > > I?m going to try to make time later today/tonight/tomorrow to use > your list of five key findings as a rubric to re-evaluate and reflect > upon our pilot program, and will try to post coherent thoughts > afterward. > > Thank you ? I?m HOPING many readers of this listserv including > ?UPOs? (Unseen Participants, Overwhelmed) will make time to post > and share on this important, increasingly relevant topic. > Thanks again, > Holly > > > "No matter what our attempts to inform, it is our ability to inspire > that will turn the tides." > Holly Dilatush > ESL distance learning, Dialogue Cafe, Volunteer coordinator > Charlottesville City Schools Adult Learning Center > 1000 Preston Ave., Suite D > Charlottesville VA 22903 > (434) 245.2815 office > (434) 960.7177 cell/mobile > http://theHsmile.org ['home' to several Moodle CMS (course management > systems/virtual classrooms)] > http://www.Charlottesville-ESL.org > "Live with intention. Share inside~out smiles, inspire hope, seek awe > and nurture in nature." > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to wbquinones at comcast.net From HSilver-Pacuilla at air.org Mon Jun 11 22:26:17 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Mon, 11 Jun 2007 22:26:17 -0400 Subject: [Technology 1051] Re: Online learning comments In-Reply-To: <004501c7ac63$7fa44400$a500a8c0@nscdd05> Message-ID: Thank you Wendy and Holly for posting such rich information about your programs. Typing skills is truly one of those hidden assets to technology use that you notice most in its absence. There are such usable practice sites and software (I like http://www.sense-lang.org/typing/ because you can paste in your own text and practice with it). It really is a pity that it is (I have found also) difficult to motivate students to invest time into improving their skills. And Holly, you bring me back to reality with the adults who register but then cannot commit to regular attendance for all of the myriad reasons of modern adult life. I think self-study and online delivery have potential to help these would-be students, but only if designers, developers, and intermediaries are realistic about equipment, skills, and adult interests. Keep the comments coming! This is very very informative and helpful. Thanks - Heidi -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Wendy Quinones Sent: Monday, June 11, 2007 4:03 PM To: The Technology and Literacy Discussion List Subject: [Technology 1050] Re: Online learning for students AND teachers Heidi and all, I was not a little surprised to dicover that Heidi's five points applied almost perfectly to the hybrid (f2f followed by online) PD course I just facilitated. It makes me think that the online environment itself rather than its users is what drives the design of best practice. Having said that, I find that my ABE students are hampered by their low typing skills (and their reluctance to spend time improving them) as much as by low literacy, and that even when they have it, their equipment is likely to be older and less reliable and they have fewer resources to call on if something goes wrong. At higher levels, a generally low level of critical thinking skills reduces their ability to understand what it is that they're actually doing online -- the idea that all websites are not equal and that they must be evaluated as to reliability, for example, is extremely difficult to get across. Still, students do enjoy working at computers. For many of them, it's a reassurance that they are really part of the modern world. I have primarily used them as in-class resources, although I do like to put exercises and activities up on Quia for students to use both in and outside of class. Whether they do use them outside is up for debate -- I think it probably follows the same patterns as doing homework. Wendy Quinones ----- Original Message ----- From: "Holly Dilatush-Guthrie" To: Sent: Monday, June 11, 2007 1:57 PM Subject: [Technology 1049] Re: online learning - brief note re:our program's experience > Hello Heidi, Mariann, all, > > Heidi wrote: < literacy > and language proficiency thresholds necessary for adults to > participate > in online learning successfully.>> > > ME: This is my #1 identified area of "NEEDS MORE RESEARCH" after > nearly two years of coordinating a pilot ESL distance learning class > at > the Charlottesville City Schools Adult Learning Center > (Charlottesville > VA). > > Logically, then, I'm energized by the focus of this week's > discussion! I've been collecting comments from listserv postings, > paragraphs from readings, references to resources, etc. for months - > compiling them in a "when can THIS SUMMER" folder. I wish this > discussion weren't this week - only because it's a very busy > week > for me already! I'll try to keep pace. > > But I wanted to at least submit my gratitude for the validation of > "not being alone" in this challenge, for NIFL's exploration, > and for your contributions. > > I do passionately believe that online learning and distance learning > (particularly HYBRID/blended models) will have a meaningful, useful > place in the near and long term future of ESOL. > > Additional FYI - our pilot program uses the Crossroads Caf? video > series, with an additional interactive website component I've added, > using a Moodle CMS (Course Management System). We use CASAS Reading > (and sometimes Listening) for reporting placement and progress > assessments. > > We're a relatively small program. We've had fair success, but too > many > learners register, show up one week, then drop before/without > completing > 12 hours/first episode. Follow-up (to attempt to determine WHY) has > been challenging -- guesswork more than documented responses. There > are SO many extenuating circumstances. > > The three main areas you mentioned (program implementation issues, > evidence of improvements of basic literacy and language skills, and > student skills and dispositions) are crucial - and, in my > experience, > somewhat elusive and ever-changing. > > I'm going to try to make time later today/tonight/tomorrow to use > your list of five key findings as a rubric to re-evaluate and reflect > upon our pilot program, and will try to post coherent thoughts > afterward. > > Thank you - I'm HOPING many readers of this listserv including > "UPOs" (Unseen Participants, Overwhelmed) will make time to post > and share on this important, increasingly relevant topic. > Thanks again, > Holly > > > "No matter what our attempts to inform, it is our ability to inspire > that will turn the tides." > Holly Dilatush > ESL distance learning, Dialogue Cafe, Volunteer coordinator > Charlottesville City Schools Adult Learning Center > 1000 Preston Ave., Suite D > Charlottesville VA 22903 > (434) 245.2815 office > (434) 960.7177 cell/mobile > http://theHsmile.org ['home' to several Moodle CMS (course management > systems/virtual classrooms)] > http://www.Charlottesville-ESL.org > "Live with intention. Share inside~out smiles, inspire hope, seek awe > and nurture in nature." > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to wbquinones at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to hsilver-pacuilla at air.org From rasebastian at vcu.edu Tue Jun 12 11:44:34 2007 From: rasebastian at vcu.edu (Richard A Sebastian/FS/VCU) Date: Tue, 12 Jun 2007 11:44:34 -0400 Subject: [Technology 1052] Research study on using blogs to teach adults writing Message-ID: I am a UVA doctoral student in Instructional Technology living in Richmond, VA. I work at the Virginia Adult Learning Resource Center as a Project Manager for an online learning program for adult GED students. For my dissertation, I am investigating the use of blogs in the GED classroom to help adult students improve their writing skills, and I am looking for local GED teachers in the Richmond metro area currently using, or interested in using, weblogs with their GED or Fast Track students. If anyone on this list knows any GED teachers in the metro Richmond area using blogs to help adult students practice and improve their writing skills, and you think they might be interested in being part of important adult education research, please have them contact me by email or phone and I will provide them with more details about my study. I want to begin collecting data during the Fall of 2007. Thanks! Richard Sebastian Project Manager eLEARN Virginia http://www.elearnva.com (877) 376-9433 toll free (804) 828-7537 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070612/5ab2b3ca/attachment.html From mthacher at otan.us Tue Jun 12 12:47:51 2007 From: mthacher at otan.us (Marian Thacher) Date: Tue, 12 Jun 2007 09:47:51 -0700 Subject: [Technology 1053] Re: =?iso-8859-1?q?Research_study_on_using_blogs_to_teach_adults_?= =?iso-8859-1?q?=09writing?= In-Reply-To: References: Message-ID: Hi Richard, That sounds like an interesting topic. I have been collecting examples of both student and teacher blogs, but I don't have anything from GED classes, so I will be interested to see what you find or develop. I hope you will share your project with the list! I'd be really interested to see blogs from GED or HS diploma students anywhere in the world. Do we have some out there? Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN www.otan.us The Technology and Literacy Discussion List on Tuesday, June 12, 2007 at 8:44 AM -0800 wrote: > >I am a UVA doctoral student in Instructional Technology living in >Richmond, VA. I work at the Virginia Adult Learning Resource Center as a >Project Manager for an online learning program for adult GED students. >For my dissertation, I am investigating the use of blogs in the GED >classroom to help adult students improve their writing skills, and I am >looking for local GED teachers in the Richmond metro area currently >using, or interested in using, weblogs with their GED or Fast Track >students. > >If anyone on this list knows any GED teachers in the metro Richmond area >using blogs to help adult students practice and improve their writing >skills, and you think they might be interested in being part of important >adult education research, please have them contact me by email or phone >and I will provide them with more details about my study. I want to begin >collecting data during the Fall of 2007. > >Thanks! > >Richard Sebastian >Project Manager >eLEARN Virginia >http://www.elearnva.com >(877) 376-9433 toll free >(804) 828-7537---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070612/0e0f1df9/attachment.html From SUJones at parkland.edu Wed Jun 13 08:42:25 2007 From: SUJones at parkland.edu (Susan Jones) Date: Wed, 13 Jun 2007 07:42:25 -0500 Subject: [Technology 1054] Re: Research study on using blogs to teach adults writing In-Reply-To: References: Message-ID: <466F9FEA.84AA.0029.0@parkland.edu> I'm curious about wanting them to be in the Richmond area, too (tho' Im not directly connected with GED folks here), but think it's a great idea. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> "Marian Thacher" 6/12/2007 11:47 AM >>> Hi Richard, That sounds like an interesting topic. I have been collecting examples of both student and teacher blogs, but I don't have anything from GED classes, so I will be interested to see what you find or develop. I hope you will share your project with the list! I'd be really interested to see blogs from GED or HS diploma students anywhere in the world. Do we have some out there? Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN www.otan.us The Technology and Literacy Discussion List on Tuesday, June 12, 2007 at 8:44 AM -0800 wrote: > >I am a UVA doctoral student in Instructional Technology living in >Richmond, VA. I work at the Virginia Adult Learning Resource Center as a >Project Manager for an online learning program for adult GED students. >For my dissertation, I am investigating the use of blogs in the GED >classroom to help adult students improve their writing skills, and I am >looking for local GED teachers in the Richmond metro area currently >using, or interested in using, weblogs with their GED or Fast Track >students. > >If anyone on this list knows any GED teachers in the metro Richmond area >using blogs to help adult students practice and improve their writing >skills, and you think they might be interested in being part of important >adult education research, please have them contact me by email or phone >and I will provide them with more details about my study. I want to begin >collecting data during the Fall of 2007. > >Thanks! > >Richard Sebastian >Project Manager >eLEARN Virginia >http://www.elearnva.com >(877) 376-9433 toll free >(804) 828-7537---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us From HSilver-Pacuilla at air.org Wed Jun 13 09:32:50 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Wed, 13 Jun 2007 09:32:50 -0400 Subject: [Technology 1055] findings on evidence of improvement of literacy and language skills through technology In-Reply-To: Message-ID: Hello everyone - here is another chunk of my data to share for member checking with you. Does this resonate? Can you share an example that confirms or challenges these findings? **My key question to the group is: What has been your experience with the lowest skilled students? Thanks! Heidi Silver-Pacuilla ++++++++++++ To recap, I am posting preliminary findings (and not my full methodology or bibliography since both are currently incomplete) from the published and posted literature on adult online literacy and language learning. I hope you find them validating or provocative (or both!) and can join in a lively discussion of what's actually happening in your school or program. This is the second of the three main areas I am sharing with the listserv: program implementation issues, evidence of improvements of basic literacy and language skills, and student skills and dispositions associated with successful technology-based and online learning. Here are some key findings from the review of studies reporting evidence of improvement of basic literacy and language skills: There is growing evidence that adult learners' work with computer-based or online materials that are supplemental to adult literacy and ESOL classes contributes positively to their overall literacy and language acquisition plus complementary learning skills. The evaluations reviewed were of supplemental materials available to students with some type of program support (on-site trained teacher or support person, support person available online, tech support available through the program, and/or automated feedback system in the program) and varying degrees of integration with the regular class curriculum. Importantly, the supplemental materials and online interfaces were either uniquely developed or chosen for adult literacy and language learners. Programs have documented successful use of these materials with all levels of students, including those with the lowest levels of literacy and English proficiency. Quantifying specific academic skills achievement is difficult to pinpoint, but several significant studies report learning gains attributable to the supplemental use of technology in instruction and practice. It must be acknowledged that there is still no "body of evidence" with repeated and comparable studies that can definitely answer questions about particular interventions used with particular literacy or language levels with predictable results. How do these findings correlate with your experience and knowledge? From Tina_Luffman at yc.edu Wed Jun 13 11:37:44 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Wed, 13 Jun 2007 08:37:44 -0700 Subject: [Technology 1056] Re: findings on evidence of improvement of literacy and language skills through technology In-Reply-To: Message-ID: Hi Heidi, I have worked with ESL students through our college's ABE Transition program doing computer workshops. These workshops were not widely attended because of work schedules, but the people who came were so excited to have the opportunity to learn some basic computer skills. I had never seen a group of people smile so much and be so delighted. I feel that regardless of how much ESL learning we can certainly claim students are learning from technology, learning technology is in and of itself a great incentive for the lowest skilled people we serve at Yavapai College, and meets daily needs for these students as they wish to improve in workforce development. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu "Silver-Pacuilla, Heidi" Sent by: technology-bounces at nifl.gov 06/13/2007 06:42 AM Please respond to The Technology and Literacy Discussion List To cc Subject [Technology 1055] findings on evidence of improvement of literacy and language skills through technology Hello everyone - here is another chunk of my data to share for member checking with you. Does this resonate? Can you share an example that confirms or challenges these findings? **My key question to the group is: What has been your experience with the lowest skilled students? Thanks! Heidi Silver-Pacuilla ++++++++++++ To recap, I am posting preliminary findings (and not my full methodology or bibliography since both are currently incomplete) from the published and posted literature on adult online literacy and language learning. I hope you find them validating or provocative (or both!) and can join in a lively discussion of what's actually happening in your school or program. This is the second of the three main areas I am sharing with the listserv: program implementation issues, evidence of improvements of basic literacy and language skills, and student skills and dispositions associated with successful technology-based and online learning. Here are some key findings from the review of studies reporting evidence of improvement of basic literacy and language skills: There is growing evidence that adult learners' work with computer-based or online materials that are supplemental to adult literacy and ESOL classes contributes positively to their overall literacy and language acquisition plus complementary learning skills. The evaluations reviewed were of supplemental materials available to students with some type of program support (on-site trained teacher or support person, support person available online, tech support available through the program, and/or automated feedback system in the program) and varying degrees of integration with the regular class curriculum. Importantly, the supplemental materials and online interfaces were either uniquely developed or chosen for adult literacy and language learners. Programs have documented successful use of these materials with all levels of students, including those with the lowest levels of literacy and English proficiency. Quantifying specific academic skills achievement is difficult to pinpoint, but several significant studies report learning gains attributable to the supplemental use of technology in instruction and practice. It must be acknowledged that there is still no "body of evidence" with repeated and comparable studies that can definitely answer questions about particular interventions used with particular literacy or language levels with predictable results. How do these findings correlate with your experience and knowledge? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070613/93f4965b/attachment.html From HSilver-Pacuilla at air.org Thu Jun 14 11:06:45 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Thu, 14 Jun 2007 11:06:45 -0400 Subject: [Technology 1057] Re: findings on evidence of improvement ...online learning In-Reply-To: Message-ID: Hello Tina, this is a great on-the-ground story! It certainly confirms what other practitioner-researchers are saying, that learning computer literacy is a great motivator and a great medium to engage adult learners. It is of concern, however, that so few adults who could benefit find the time and flexibility in their lives to be involved. We certainly know many are not able to learn computer literacy on their own for lack of access to the equipment. Researchers in Wales and Western England found that very few adult learners made use of public computers, either, although they knew they were available. Does anyone have a drop-in lab where adults who are not part of a program can come in and receive some guidance on computer literacy? Libraries are an example, but don't always have someone available to provide the coaching... Heidi ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Wednesday, June 13, 2007 11:38 AM To: The Technology and Literacy Discussion List Subject: [Technology 1056] Re: findings on evidence of improvement of literacy and language skills through technology Hi Heidi, I have worked with ESL students through our college's ABE Transition program doing computer workshops. These workshops were not widely attended because of work schedules, but the people who came were so excited to have the opportunity to learn some basic computer skills. I had never seen a group of people smile so much and be so delighted. I feel that regardless of how much ESL learning we can certainly claim students are learning from technology, learning technology is in and of itself a great incentive for the lowest skilled people we serve at Yavapai College, and meets daily needs for these students as they wish to improve in workforce development. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu "Silver-Pacuilla, Heidi" Sent by: technology-bounces at nifl.gov 06/13/2007 06:42 AM Please respond to The Technology and Literacy Discussion List To cc Subject [Technology 1055] findings on evidence of improvement of literacy and language skills through technology Hello everyone - here is another chunk of my data to share for member checking with you. Does this resonate? Can you share an example that confirms or challenges these findings? **My key question to the group is: What has been your experience with the lowest skilled students? Thanks! Heidi Silver-Pacuilla ++++++++++++ To recap, I am posting preliminary findings (and not my full methodology or bibliography since both are currently incomplete) from the published and posted literature on adult online literacy and language learning. I hope you find them validating or provocative (or both!) and can join in a lively discussion of what's actually happening in your school or program. This is the second of the three main areas I am sharing with the listserv: program implementation issues, evidence of improvements of basic literacy and language skills, and student skills and dispositions associated with successful technology-based and online learning. Here are some key findings from the review of studies reporting evidence of improvement of basic literacy and language skills: There is growing evidence that adult learners' work with computer-based or online materials that are supplemental to adult literacy and ESOL classes contributes positively to their overall literacy and language acquisition plus complementary learning skills. The evaluations reviewed were of supplemental materials available to students with some type of program support (on-site trained teacher or support person, support person available online, tech support available through the program, and/or automated feedback system in the program) and varying degrees of integration with the regular class curriculum. Importantly, the supplemental materials and online interfaces were either uniquely developed or chosen for adult literacy and language learners. Programs have documented successful use of these materials with all levels of students, including those with the lowest levels of literacy and English proficiency. Quantifying specific academic skills achievement is difficult to pinpoint, but several significant studies report learning gains attributable to the supplemental use of technology in instruction and practice. It must be acknowledged that there is still no "body of evidence" with repeated and comparable studies that can definitely answer questions about particular interventions used with particular literacy or language levels with predictable results. How do these findings correlate with your experience and knowledge? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070614/4b5ea7a0/attachment.html From ljomiles at yahoo.com Thu Jun 14 13:00:07 2007 From: ljomiles at yahoo.com (Lydia Bratton) Date: Thu, 14 Jun 2007 10:00:07 -0700 (PDT) Subject: [Technology 1058] Re: findings on evidence of improvement ...online learning In-Reply-To: Message-ID: <645384.19052.qm@web53102.mail.re2.yahoo.com> Yes, Prince William County Public Schools of Manassas, VA has a new program for Adult ESOL students that is online called "Project Connect." In addition, there is a Project Connect Skill Building class that has an instructor available for two hours once a week. Any ESOL adult may stop by and register and receive some computer literacy skills. -Lydia ESOL Adult Ed. Teacher "Silver-Pacuilla, Heidi" wrote: v\:* {behavior:url(#default#VML);} o\:* {behavior:url(#default#VML);} w\:* {behavior:url(#default#VML);} .shape {behavior:url(#default#VML);} st1\:*{behavior:url(#default#ieooui) } Hello Tina, this is a great on-the-ground story! It certainly confirms what other practitioner-researchers are saying, that learning computer literacy is a great motivator and a great medium to engage adult learners. It is of concern, however, that so few adults who could benefit find the time and flexibility in their lives to be involved. We certainly know many are not able to learn computer literacy on their own for lack of access to the equipment. Researchers in Wales and Western England found that very few adult learners made use of public computers, either, although they knew they were available. Does anyone have a drop-in lab where adults who are not part of a program can come in and receive some guidance on computer literacy? Libraries are an example, but don?t always have someone available to provide the coaching Heidi --------------------------------- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Wednesday, June 13, 2007 11:38 AM To: The Technology and Literacy Discussion List Subject: [Technology 1056] Re: findings on evidence of improvement of literacy and language skills through technology Hi Heidi, I have worked with ESL students through our college's ABE Transition program doing computer workshops. These workshops were not widely attended because of work schedules, but the people who came were so excited to have the opportunity to learn some basic computer skills. I had never seen a group of people smile so much and be so delighted. I feel that regardless of how much ESL learning we can certainly claim students are learning from technology, learning technology is in and of itself a great incentive for the lowest skilled people we serve at Yavapai College, and meets daily needs for these students as they wish to improve in workforce development. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu "Silver-Pacuilla, Heidi" Sent by: technology-bounces at nifl.gov 06/13/2007 06:42 AM Please respond to The Technology and Literacy Discussion List To cc Subject [Technology 1055] findings on evidence of improvement of literacy and language skills through technology Hello everyone - here is another chunk of my data to share for member checking with you. Does this resonate? Can you share an example that confirms or challenges these findings? **My key question to the group is: What has been your experience with the lowest skilled students? Thanks! Heidi Silver-Pacuilla ++++++++++++ To recap, I am posting preliminary findings (and not my full methodology or bibliography since both are currently incomplete) from the published and posted literature on adult online literacy and language learning. I hope you find them validating or provocative (or both!) and can join in a lively discussion of what's actually happening in your school or program. This is the second of the three main areas I am sharing with the listserv: program implementation issues, evidence of improvements of basic literacy and language skills, and student skills and dispositions associated with successful technology-based and online learning. Here are some key findings from the review of studies reporting evidence of improvement of basic literacy and language skills: There is growing evidence that adult learners' work with computer-based or online materials that are supplemental to adult literacy and ESOL classes contributes positively to their overall literacy and language acquisition plus complementary learning skills. The evaluations reviewed were of supplemental materials available to students with some type of program support (on-site trained teacher or support person, support person available online, tech support available through the program, and/or automated feedback system in the program) and varying degrees of integration with the regular class curriculum. Importantly, the supplemental materials and online interfaces were either uniquely developed or chosen for adult literacy and language learners. Programs have documented successful use of these materials with all levels of students, including those with the lowest levels of literacy and English proficiency. Quantifying specific academic skills achievement is difficult to pinpoint, but several significant studies report learning gains attributable to the supplemental use of technology in instruction and practice. It must be acknowledged that there is still no "body of evidence" with repeated and comparable studies that can definitely answer questions about particular interventions used with particular literacy or language levels with predictable results. How do these findings correlate with your experience and knowledge? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to ljomiles at yahoo.com --------------------------------- Got a little couch potato? Check out fun summer activities for kids. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070614/a988dd3e/attachment.html From HSilver-Pacuilla at air.org Thu Jun 14 15:49:19 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Thu, 14 Jun 2007 15:49:19 -0400 Subject: [Technology 1059] Re: findings on evidence of improvement ...onlinelearning In-Reply-To: <645384.19052.qm@web53102.mail.re2.yahoo.com> Message-ID: Great! (maybe I should drive out since I'm only 20 miles away?!) And what patterns of involvement do you see? Higher English proficiency visitors or lower? Visitors coming many time or only once or twice? Do visitors eventually become registered learners? I'd love to know more about the project! Thanks for sharing, Lydia. Heidi ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Lydia Bratton Sent: Thursday, June 14, 2007 1:00 PM To: The Technology and Literacy Discussion List Subject: [Technology 1058] Re: findings on evidence of improvement ...onlinelearning Yes, Prince William County Public Schools of Manassas, VA has a new program for Adult ESOL students that is online called "Project Connect." In addition, there is a Project Connect Skill Building class that has an instructor available for two hours once a week. Any ESOL adult may stop by and register and receive some computer literacy skills. -Lydia ESOL Adult Ed. Teacher "Silver-Pacuilla, Heidi" wrote: Hello Tina, this is a great on-the-ground story! It certainly confirms what other practitioner-researchers are saying, that learning computer literacy is a great motivator and a great medium to engage adult learners. It is of concern, however, that so few adults who could benefit find the time and flexibility in their lives to be involved. We certainly know many are not able to learn computer literacy on their own for lack of access to the equipment. Researchers in Wales and Western England found that very few adult learners made use of public computers, either, although they knew they were available. Does anyone have a drop-in lab where adults who are not part of a program can come in and receive some guidance on computer literacy? Libraries are an example, but don't always have someone available to provide the coaching... Heidi ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Wednesday, June 13, 2007 11:38 AM To: The Technology and Literacy Discussion List Subject: [Technology 1056] Re: findings on evidence of improvement of literacy and language skills through technology Hi Heidi, I have worked with ESL students through our college's ABE Transition program doing computer workshops. These workshops were not widely attended because of work schedules, but the people who came were so excited to have the opportunity to learn some basic computer skills. I had never seen a group of people smile so much and be so delighted. I feel that regardless of how much ESL learning we can certainly claim students are learning from technology, learning technology is in and of itself a great incentive for the lowest skilled people we serve at Yavapai College, and meets daily needs for these students as they wish to improve in workforce development. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu "Silver-Pacuilla, Heidi" Sent by: technology-bounces at nifl.gov 06/13/2007 06:42 AM Please respond to The Technology and Literacy Discussion List To cc Subject [Technology 1055] findings on evidence of improvement of literacy and language skills through technology Hello everyone - here is another chunk of my data to share for member checking with you. Does this resonate? Can you share an example that confirms or challenges these findings? **My key question to the group is: What has been your experience with the lowest skilled students? Thanks! Heidi Silver-Pacuilla ++++++++++++ To recap, I am posting preliminary findings (and not my full methodology or bibliography since both are currently incomplete) from the published and posted literature on adult online literacy and language learning. I hope you find them validating or provocative (or both!) and can join in a lively discussion of what's actually happening in your school or program. This is the second of the three main areas I am sharing with the listserv: program implementation issues, evidence of improvements of basic literacy and language skills, and student skills and dispositions associated with successful technology-based and online learning. Here are some key findings from the review of studies reporting evidence of improvement of basic literacy and language skills: There is growing evidence that adult learners' work with computer-based or online materials that are supplemental to adult literacy and ESOL classes contributes positively to their overall literacy and language acquisition plus complementary learning skills. The evaluations reviewed were of supplemental materials available to students with some type of program support (on-site trained teacher or support person, support person available online, tech support available through the program, and/or automated feedback system in the program) and varying degrees of integration with the regular class curriculum. Importantly, the supplemental materials and online interfaces were either uniquely developed or chosen for adult literacy and language learners. Programs have documented successful use of these materials with all levels of students, including those with the lowest levels of literacy and English proficiency. Quantifying specific academic skills achievement is difficult to pinpoint, but several significant studies report learning gains attributable to the supplemental use of technology in instruction and practice. It must be acknowledged that there is still no "body of evidence" with repeated and comparable studies that can definitely answer questions about particular interventions used with particular literacy or language levels with predictable results. How do these findings correlate with your experience and knowledge? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to ljomiles at yahoo.com ________________________________ Got a little couch potato? Check out fun summer activities for kids. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070614/c24adfde/attachment.html From mthacher at otan.us Thu Jun 14 16:19:21 2007 From: mthacher at otan.us (Marian Thacher) Date: Thu, 14 Jun 2007 13:19:21 -0700 Subject: [Technology 1060] Re: =?iso-8859-1?q?findings_on_evidence_of_improvement_of_literac?= =?iso-8859-1?q?y_=09and__languag?= In-Reply-To: References: Message-ID: Hi Heidi, I'm heartened to hear that there is some research validating the use of computer-based or online supplemental materials have a positive effect on learning gains. The headline article in eSchool News today is about ed tech leading to learning gains in 9 states, http://tinyurl.com/36kpcg However, a few weeks ago that federal study was released by the US Dept of Ed showing that instructional software didn't improve learning (for K12, of course), http://tinyurl.com/327rxb. That study leaves a lot of questions unanswered, but it does make me wonder whether the goal should be to show increased learning gains. I know that's considered the gold ring, but maybe, as Tina said, providing technology skills and access as additional learning tools is the goal, as part of literacy in its current form. Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us The Technology and Literacy Discussion List on Wednesday, June 13, 2007 at 6:32 AM -0800 wrote: >Hello everyone - here is another chunk of my data to share for member >checking with you. Does this resonate? Can you share an example that >confirms or challenges these findings? > >**My key question to the group is: What has been your experience with >the lowest skilled students? > >Thanks! Heidi Silver-Pacuilla > >++++++++++++ > >To recap, I am posting preliminary findings (and not my full methodology >or bibliography since both are currently incomplete) from the published >and posted literature on adult online literacy and language learning. I >hope you find them validating or provocative (or both!) and can join in >a lively discussion of what's actually happening in your school or >program. > >This is the second of the three main areas I am sharing with the >listserv: program implementation issues, evidence of improvements of >basic literacy and language skills, and student skills and dispositions >associated with successful technology-based and online learning. > >Here are some key findings from the review of studies reporting evidence >of improvement of basic literacy and language skills: > >There is growing evidence that adult learners' work with computer-based >or online materials that are supplemental to adult literacy and ESOL >classes contributes positively to their overall literacy and language >acquisition plus complementary learning skills. The evaluations >reviewed were of supplemental materials available to students with some >type of program support (on-site trained teacher or support person, >support person available online, tech support available through the >program, and/or automated feedback system in the program) and varying >degrees of integration with the regular class curriculum. > >Importantly, the supplemental materials and online interfaces were >either uniquely developed or chosen for adult literacy and language >learners. Programs have documented successful use of these materials >with all levels of students, including those with the lowest levels of >literacy and English proficiency. > >Quantifying specific academic skills achievement is difficult to >pinpoint, but several significant studies report learning gains >attributable to the supplemental use of technology in instruction and >practice. It must be acknowledged that there is still no "body of >evidence" with repeated and comparable studies that can definitely >answer questions about particular interventions used with particular >literacy or language levels with predictable results. > >How do these findings correlate with your experience and knowledge? >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070614/e92265e5/attachment.html From ljomiles at yahoo.com Thu Jun 14 17:58:53 2007 From: ljomiles at yahoo.com (Lydia Bratton) Date: Thu, 14 Jun 2007 14:58:53 -0700 (PDT) Subject: [Technology 1061] Re: findings on evidence of improvement ...onlinelearning In-Reply-To: Message-ID: <301744.33360.qm@web53102.mail.re2.yahoo.com> So far I've had higher proficiency but not with high computer skills. Students must be able to read English in order to register-it is an independent learning program. As soon as students get their user name and password from registering and completing an on-line orientation (includes computer skills instruction), they can continue using Project Connect at home as long as they have Internet access. There is an on-line instructor who the students are asked to keep in contact with and who monitors students progress. To learn more about the program go to http://www.ket.org/enterprise/esl/project_connect.htm We would be happy to have visitors with ahead of time notice. The next session does not begin until July 6th. We are currently on break. Please let us know when you would visit. The skills building class will be held Friday evenings 7-9pm. -Lydia "Silver-Pacuilla, Heidi" wrote: v\:* {behavior:url(#default#VML);} o\:* {behavior:url(#default#VML);} w\:* {behavior:url(#default#VML);} .shape {behavior:url(#default#VML);} st1\:*{behavior:url(#default#ieooui) } Great! (maybe I should drive out since I?m only 20 miles away?!) And what patterns of involvement do you see? Higher English proficiency visitors or lower? Visitors coming many time or only once or twice? Do visitors eventually become registered learners? I?d love to know more about the project! Thanks for sharing, Lydia. Heidi --------------------------------- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Lydia Bratton Sent: Thursday, June 14, 2007 1:00 PM To: The Technology and Literacy Discussion List Subject: [Technology 1058] Re: findings on evidence of improvement ...onlinelearning Yes, Prince William County Public Schools of Manassas, VA has a new program for Adult ESOL students that is online called "Project Connect." In addition, there is a Project Connect Skill Building class that has an instructor available for two hours once a week. Any ESOL adult may stop by and register and receive some computer literacy skills. -Lydia ESOL Adult Ed. Teacher "Silver-Pacuilla, Heidi" wrote: Hello Tina, this is a great on-the-ground story! It certainly confirms what other practitioner-researchers are saying, that learning computer literacy is a great motivator and a great medium to engage adult learners. It is of concern, however, that so few adults who could benefit find the time and flexibility in their lives to be involved. We certainly know many are not able to learn computer literacy on their own for lack of access to the equipment. Researchers in Wales and Western England found that very few adult learners made use of public computers, either, although they knew they were available. Does anyone have a drop-in lab where adults who are not part of a program can come in and receive some guidance on computer literacy? Libraries are an example, but don?t always have someone available to provide the coaching Heidi --------------------------------- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Wednesday, June 13, 2007 11:38 AM To: The Technology and Literacy Discussion List Subject: [Technology 1056] Re: findings on evidence of improvement of literacy and language skills through technology Hi Heidi, I have worked with ESL students through our college's ABE Transition program doing computer workshops. These workshops were not widely attended because of work schedules, but the people who came were so excited to have the opportunity to learn some basic computer skills. I had never seen a group of people smile so much and be so delighted. I feel that regardless of how much ESL learning we can certainly claim students are learning from technology, learning technology is in and of itself a great incentive for the lowest skilled people we serve at Yavapai College, and meets daily needs for these students as they wish to improve in workforce development. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu "Silver-Pacuilla, Heidi" Sent by: technology-bounces at nifl.gov 06/13/2007 06:42 AM Please respond to The Technology and Literacy Discussion List To cc Subject [Technology 1055] findings on evidence of improvement of literacy and language skills through technology Hello everyone - here is another chunk of my data to share for member checking with you. Does this resonate? Can you share an example that confirms or challenges these findings? **My key question to the group is: What has been your experience with the lowest skilled students? Thanks! Heidi Silver-Pacuilla ++++++++++++ To recap, I am posting preliminary findings (and not my full methodology or bibliography since both are currently incomplete) from the published and posted literature on adult online literacy and language learning. I hope you find them validating or provocative (or both!) and can join in a lively discussion of what's actually happening in your school or program. This is the second of the three main areas I am sharing with the listserv: program implementation issues, evidence of improvements of basic literacy and language skills, and student skills and dispositions associated with successful technology-based and online learning. Here are some key findings from the review of studies reporting evidence of improvement of basic literacy and language skills: There is growing evidence that adult learners' work with computer-based or online materials that are supplemental to adult literacy and ESOL classes contributes positively to their overall literacy and language acquisition plus complementary learning skills. The evaluations reviewed were of supplemental materials available to students with some type of program support (on-site trained teacher or support person, support person available online, tech support available through the program, and/or automated feedback system in the program) and varying degrees of integration with the regular class curriculum. Importantly, the supplemental materials and online interfaces were either uniquely developed or chosen for adult literacy and language learners. Programs have documented successful use of these materials with all levels of students, including those with the lowest levels of literacy and English proficiency. Quantifying specific academic skills achievement is difficult to pinpoint, but several significant studies report learning gains attributable to the supplemental use of technology in instruction and practice. It must be acknowledged that there is still no "body of evidence" with repeated and comparable studies that can definitely answer questions about particular interventions used with particular literacy or language levels with predictable results. How do these findings correlate with your experience and knowledge? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to ljomiles at yahoo.com --------------------------------- Got a little couch potato? Check out fun summer activities for kids. ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to ljomiles at yahoo.com --------------------------------- Shape Yahoo! in your own image. Join our Network Research Panel today! -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070614/97eed006/attachment.html From ljomiles at yahoo.com Thu Jun 14 18:07:14 2007 From: ljomiles at yahoo.com (Lydia Bratton) Date: Thu, 14 Jun 2007 15:07:14 -0700 (PDT) Subject: [Technology 1062] Re: findings on evidence of improvement ...onlinelearning In-Reply-To: Message-ID: <145931.86850.qm@web53107.mail.re2.yahoo.com> Once students register, they can come back to the Adult Learning Center and use the schools computers or they can work online at home. I do usually get returning students and new students every week. So far, it has proven to be successful however it is still new to us. Arlington County REEP has used Project Connect for a long time. The new session which begins in July will have a $5 fee that students must pay each time they come to the skills building class. It is a reasonable fee. -Lydia "Silver-Pacuilla, Heidi" wrote: v\:* {behavior:url(#default#VML);} o\:* {behavior:url(#default#VML);} w\:* {behavior:url(#default#VML);} .shape {behavior:url(#default#VML);} st1\:*{behavior:url(#default#ieooui) } Great! (maybe I should drive out since I?m only 20 miles away?!) And what patterns of involvement do you see? Higher English proficiency visitors or lower? Visitors coming many time or only once or twice? Do visitors eventually become registered learners? I?d love to know more about the project! Thanks for sharing, Lydia. Heidi --------------------------------- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Lydia Bratton Sent: Thursday, June 14, 2007 1:00 PM To: The Technology and Literacy Discussion List Subject: [Technology 1058] Re: findings on evidence of improvement ...onlinelearning Yes, Prince William County Public Schools of Manassas, VA has a new program for Adult ESOL students that is online called "Project Connect." In addition, there is a Project Connect Skill Building class that has an instructor available for two hours once a week. Any ESOL adult may stop by and register and receive some computer literacy skills. -Lydia ESOL Adult Ed. Teacher "Silver-Pacuilla, Heidi" wrote: Hello Tina, this is a great on-the-ground story! It certainly confirms what other practitioner-researchers are saying, that learning computer literacy is a great motivator and a great medium to engage adult learners. It is of concern, however, that so few adults who could benefit find the time and flexibility in their lives to be involved. We certainly know many are not able to learn computer literacy on their own for lack of access to the equipment. Researchers in Wales and Western England found that very few adult learners made use of public computers, either, although they knew they were available. Does anyone have a drop-in lab where adults who are not part of a program can come in and receive some guidance on computer literacy? Libraries are an example, but don?t always have someone available to provide the coaching Heidi --------------------------------- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Wednesday, June 13, 2007 11:38 AM To: The Technology and Literacy Discussion List Subject: [Technology 1056] Re: findings on evidence of improvement of literacy and language skills through technology Hi Heidi, I have worked with ESL students through our college's ABE Transition program doing computer workshops. These workshops were not widely attended because of work schedules, but the people who came were so excited to have the opportunity to learn some basic computer skills. I had never seen a group of people smile so much and be so delighted. I feel that regardless of how much ESL learning we can certainly claim students are learning from technology, learning technology is in and of itself a great incentive for the lowest skilled people we serve at Yavapai College, and meets daily needs for these students as they wish to improve in workforce development. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu "Silver-Pacuilla, Heidi" Sent by: technology-bounces at nifl.gov 06/13/2007 06:42 AM Please respond to The Technology and Literacy Discussion List To cc Subject [Technology 1055] findings on evidence of improvement of literacy and language skills through technology Hello everyone - here is another chunk of my data to share for member checking with you. Does this resonate? Can you share an example that confirms or challenges these findings? **My key question to the group is: What has been your experience with the lowest skilled students? Thanks! Heidi Silver-Pacuilla ++++++++++++ To recap, I am posting preliminary findings (and not my full methodology or bibliography since both are currently incomplete) from the published and posted literature on adult online literacy and language learning. I hope you find them validating or provocative (or both!) and can join in a lively discussion of what's actually happening in your school or program. This is the second of the three main areas I am sharing with the listserv: program implementation issues, evidence of improvements of basic literacy and language skills, and student skills and dispositions associated with successful technology-based and online learning. Here are some key findings from the review of studies reporting evidence of improvement of basic literacy and language skills: There is growing evidence that adult learners' work with computer-based or online materials that are supplemental to adult literacy and ESOL classes contributes positively to their overall literacy and language acquisition plus complementary learning skills. The evaluations reviewed were of supplemental materials available to students with some type of program support (on-site trained teacher or support person, support person available online, tech support available through the program, and/or automated feedback system in the program) and varying degrees of integration with the regular class curriculum. Importantly, the supplemental materials and online interfaces were either uniquely developed or chosen for adult literacy and language learners. Programs have documented successful use of these materials with all levels of students, including those with the lowest levels of literacy and English proficiency. Quantifying specific academic skills achievement is difficult to pinpoint, but several significant studies report learning gains attributable to the supplemental use of technology in instruction and practice. It must be acknowledged that there is still no "body of evidence" with repeated and comparable studies that can definitely answer questions about particular interventions used with particular literacy or language levels with predictable results. How do these findings correlate with your experience and knowledge? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to ljomiles at yahoo.com --------------------------------- Got a little couch potato? Check out fun summer activities for kids. ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to ljomiles at yahoo.com --------------------------------- Finding fabulous fares is fun. Let Yahoo! FareChase search your favorite travel sites to find flight and hotel bargains. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070614/42a78ead/attachment.html From HSilver-Pacuilla at air.org Thu Jun 14 21:15:44 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Thu, 14 Jun 2007 21:15:44 -0400 Subject: [Technology 1063] Re: findings on evidence of improvement of literacy In-Reply-To: Message-ID: Thanks for sharing these timely articles, Marian. The federal study is such a difficult one to argue against since it's main findings - no statistical difference for children's learning gains on standardized tests in classrooms that used supplemental technology - have gotten such wide press. Once you dig in a bit, though, you find out that the study is reporting only a small slice of what they observed. We don't know if teachers who used the software longer than 10 minutes a day or whether teachers who were more experienced integrating technology had higher student outcomes, for example. These key variables would enrich our understanding of the findings as will the second year data, following teachers and classrooms through another year of integration. The first suite of studies you shared from eSchoolNews have been circulating in the ed tech world for quite a while and finally getting some play. Those are all fabulous studies. We need some fabulous studies in adult ed! Heidi ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Marian Thacher Sent: Thursday, June 14, 2007 4:19 PM To: The Technology and Literacy Discussion List Subject: [Technology 1060] Re: findings on evidence of improvement of literacy and languag Hi Heidi, I'm heartened to hear that there is some research validating the use of computer-based or online supplemental materials have a positive effect on learning gains. The headline article in eSchool News today is about ed tech leading to learning gains in 9 states, http://tinyurl.com/36kpcg However, a few weeks ago that federal study was released by the US Dept of Ed showing that instructional software didn't improve learning (for K12, of course), http://tinyurl.com/327rxb. That study leaves a lot of questions unanswered, but it does make me wonder whether the goal should be to show increased learning gains. I know that's considered the gold ring, but maybe, as Tina said, providing technology skills and access as additional learning tools is the goal, as part of literacy in its current form. Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us The Technology and Literacy Discussion List on Wednesday, June 13, 2007 at 6:32 AM -0800 wrote: Hello everyone - here is another chunk of my data to share for member checking with you. Does this resonate? Can you share an example that confirms or challenges these findings? **My key question to the group is: What has been your experience with the lowest skilled students? Thanks! Heidi Silver-Pacuilla ++++++++++++ To recap, I am posting preliminary findings (and not my full methodology or bibliography since both are currently incomplete) from the published and posted literature on adult online literacy and language learning. I hope you find them validating or provocative (or both!) and can join in a lively discussion of what's actually happening in your school or program. This is the second of the three main areas I am sharing with the listserv: program implementation issues, evidence of improvements of basic literacy and language skills, and student skills and dispositions associated with successful technology-based and online learning. Here are some key findings from the review of studies reporting evidence of improvement of basic literacy and language skills: There is growing evidence that adult learners' work with computer-based or online materials that are supplemental to adult literacy and ESOL classes contributes positively to their overall literacy and language acquisition plus complementary learning skills. The evaluations reviewed were of supplemental materials available to students with some type of program support (on-site trained teacher or support person, support person available online, tech support available through the program, and/or automated feedback system in the program) and varying degrees of integration with the regular class curriculum. Importantly, the supplemental materials and online interfaces were either uniquely developed or chosen for adult literacy and language learners. Programs have documented successful use of these materials with all levels of students, including those with the lowest levels of literacy and English proficiency. Quantifying specific academic skills achievement is difficult to pinpoint, but several significant studies report learning gains attributable to the supplemental use of technology in instruction and practice. It must be acknowledged that there is still no "body of evidence" with repeated and comparable studies that can definitely answer questions about particular interventions used with particular literacy or language levels with predictable results. How do these findings correlate with your experience and knowledge? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070614/022fd9a6/attachment.html From djrosen at comcast.net Fri Jun 15 09:01:41 2007 From: djrosen at comcast.net (David J. Rosen) Date: Fri, 15 Jun 2007 09:01:41 -0400 Subject: [Technology 1064] Tryout periods Message-ID: <48A91BC1-C242-4561-A2DD-B155B7B399B0@comcast.net> Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net From Barry.Burkett at Franklin.kyschools.us Fri Jun 15 09:33:33 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Fri, 15 Jun 2007 09:33:33 -0400 Subject: [Technology 1065] FW: Kentucky Math Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC03D390CA@ED181X1.franklin.ketsds.net> Hey guys, I know we focus on literacy, but recently I have been putting time into researching numeracy as well. A student forwarded me this clip, it is from a B&W television show, but I do not know its name. 2 things to focus on, first the creative way to solve the problem and second the comments that came along with the e-mail. On another path, the self-deprecating way these Kentuckians pass the video around because it is funny, even though the tag is intentionally labeled to degrade us, and give those outside of Kentucky a negative view of Kentuckians... why do we intentionally set ourselves up to be labeled ignorant? And one more thing to notice, how dissimilar are the "incorrect" mathemateers from our ABE students? In my experience it seems that it is not that the majority of students do not know how to apply information they know, it is that apply it incorrectly... early misconceptions in both math and reading become amplified and detrimental to the adult as they move through life. Your thoughts? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 "Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination" - Albert Einstein "While adult education should be viewed as a right, not as a stigmatized second-chance program for those who have failed or dropped from out school stystems, at the present time lifelong learning is only being given lip service" (Askov, 2000, p. 259) ________________________________ From: sammdean40 at aol.com [mailto:sammdean40 at aol.com] Sent: Thursday, June 14, 2007 1:46 PM To: SDBROWN412 at aol.com; redneckgirl060 at yahoo.com; mooremn774 at aol.com; janglin216 at yahoo.com; brock1050 at hotmail.com; deseree.thompson at ky.gov; Burkett, Barry; shoppergirl at myway.com; vsw74 at yahoo.com Subject: Fwd: Kentucky Math -----Original Message----- From: GINA MARIE To: suzanne ; pam bardis ; sammdean40 at aol.com Sent: Thu, 14 Jun 2007 1:13 pm Subject: Fwd: FW: Kentucky Math Ha Ha that's the way to count it huh? Note: forwarded message attached. ________________________________ Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. Attached Message From: Linville, Janice M (EPSB) To: Collins, Amber (KYTC) ; cntrygyrl20 at aol.com; littlegurl1994 at aol.com; Sparks, Betty (KYTC) ; Krider, Bill E (DJJ) ; Butler, Bobbie (AGR) ; cocoasugar07 at bored.com; Graham, Carla (EPSB) ; Carla.Rice at education.ky.gov; Ritchey, Cecilia ; cinperry73 at yahoo.com; Meriwether, Connie S (KSP) ; parker_cl at bellsouth.net; mttgvt at bellsouth.net; dwaits at fewpb.net; eddie.davis at kysu.edu; ggmarie66 at yahoo.com; Lathrem, Jennifer C (OET-FK) ; lil_sister_dynamite at yahoo.com; Williams, Latasha (CHFS/DDS/LVSL) ; nplgirl at bellsouth.net; mpayne at kheaa.com; ypatann at yahoo.com; Cornett, Rhonda (KYTC) ; Lover Boy ; Sandy Kiser ; sannlinville at yahoo.com; Byrns, Scott (KYTC) ; Shelby Keith ; Salchli, Sherrie (CHFS OIG Fraud) ; frogie6 at aol.com; tammylee16 at hotmail.com Subject: FW: Kentucky Math Date: Thu, 14 Jun 2007 13:00:01 -0400 This is too funny! I know two kids that would try to pull this off at school. ________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com . -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070615/ec44c80a/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: KentuckyMath.wmv Type: video/x-ms-wmv Size: 4218825 bytes Desc: KentuckyMath.wmv Url : http://www.nifl.gov/pipermail/technology/attachments/20070615/ec44c80a/attachment.bin From djrosen at comcast.net Fri Jun 15 09:58:07 2007 From: djrosen at comcast.net (David J. Rosen) Date: Fri, 15 Jun 2007 09:58:07 -0400 Subject: [Technology 1066] Re: findings on evidence of improvement of literacy and language skills through technology In-Reply-To: References: Message-ID: <3666C91E-AE3A-451E-A289-1A3BD18BEF89@comcast.net> Hello Heidi, and others, I have some informal findings from the evaluation of a blended learning reading and writing skills pilot program that may be of interest. In this case, both the face-to-face and online instruction were essential from the beginning. Neither was supplementary. The f2f instruction was one hour a week, and the online instruction was 3-5 hours/week. The course was 15 weeks. The context was workplace literacy, intermediate level reading and writing skills for early childhood education (ECE) teachers who were motivated to improve their basic skills to get into and succeed in community college ECE courses leading to ECE certification. The teachers were all experienced in ECE, motivated to prepare for the college courses, native speakers of languages other than English, and completely inexperienced in using computers. They had access to the Internet from a computer (or in one of the ECE centers, several computers) at work. Some used computers in their neighborhood library. In the third year pilot program many participants also had Internet access at home, but hadn't used it themselves, when they enrolled in the program. The reading and writing skills curriculum, approximnately 60 hours of online instruction, was entirely contextualized in ECE standards-based practice. The basic computer skills and many of the lessons involving writing were taught f2f. The Web-based instruction was introduced f2f but was soon used by participants primarily independently, online. The students saved their evidence of learning on a disk and in hard copy. Although the purpose of the training was improvement of reading and writing skills, in the evaluation many of the participants said they also significantly increased their knowledge of how to use a computer and the Internet. Many said they also learned about good practices in ECE or confirmed their existing good practices. Several, who had Internet access at home, said they were now carving out time (and demanding access from their spouses and children) to use the Web. The online curriculum for this program is available free at http:// learningladder.org) and is being used in several places around the country. There is an ECE center-based version and a family child care version. I hope that someone will do an evaluation of one of the programs using it to determine what the learning gains and outcomes are (enrollment and completion in the ECE community college courses, for example) . David J. Rosen djrosen at comcast.,net On Jun 13, 2007, at 9:32 AM, Silver-Pacuilla, Heidi wrote: > Hello everyone - here is another chunk of my data to share for member > checking with you. Does this resonate? Can you share an example that > confirms or challenges these findings? > > **My key question to the group is: What has been your experience with > the lowest skilled students? > > Thanks! Heidi Silver-Pacuilla > > ++++++++++++ > > To recap, I am posting preliminary findings (and not my full > methodology > or bibliography since both are currently incomplete) from the > published > and posted literature on adult online literacy and language > learning. I > hope you find them validating or provocative (or both!) and can > join in > a lively discussion of what's actually happening in your school or > program. > > This is the second of the three main areas I am sharing with the > listserv: program implementation issues, evidence of improvements of > basic literacy and language skills, and student skills and > dispositions > associated with successful technology-based and online learning. > > Here are some key findings from the review of studies reporting > evidence > of improvement of basic literacy and language skills: > > There is growing evidence that adult learners' work with computer- > based > or online materials that are supplemental to adult literacy and ESOL > classes contributes positively to their overall literacy and language > acquisition plus complementary learning skills. The evaluations > reviewed were of supplemental materials available to students with > some > type of program support (on-site trained teacher or support person, > support person available online, tech support available through the > program, and/or automated feedback system in the program) and varying > degrees of integration with the regular class curriculum. > > Importantly, the supplemental materials and online interfaces were > either uniquely developed or chosen for adult literacy and language > learners. Programs have documented successful use of these materials > with all levels of students, including those with the lowest levels of > literacy and English proficiency. > > Quantifying specific academic skills achievement is difficult to > pinpoint, but several significant studies report learning gains > attributable to the supplemental use of technology in instruction and > practice. It must be acknowledged that there is still no "body of > evidence" with repeated and comparable studies that can definitely > answer questions about particular interventions used with particular > literacy or language levels with predictable results. > > How do these findings correlate with your experience and knowledge? > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net From HSilver-Pacuilla at air.org Fri Jun 15 09:41:46 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Fri, 15 Jun 2007 09:41:46 -0400 Subject: [Technology 1067] online learning and student skills and dispositions Message-ID: Hello and Happy Friday! Here is the final edition of my preliminary findings. David Rosen posted a good segue question about try-out periods for online options. Today I am sharing some findings about the skills and dispositions that have been found to correlate with student success with online and supplemental computer-based instruction. So the key question to the list may be: How are you involving learners new to technology or independent learning situations? To recap, I am posting preliminary findings (and not my full methodology or bibliography since both are currently incomplete) from the published and posted literature on adult online literacy and language learning. I hope you find them validating or provocative (or both!) and can join in a lively discussion of what's actually happening in your school or program. This is the third of three main areas I am sharing with the listserv: program implementation issues, evidence of improvements of basic literacy and language skills, and student skills and dispositions associated with successful computer-assisted and online learning. What follows are some key findings from the review of studies reporting student skills and dispositions that are associated with successful computer-assisted and online learning. This area includes a few studies of pilot programs closer to the target inquiry into independent online learning that looked specifically at students' performance and skills and dispositions. Self-directedness and active learning are repeatedly emphasized as the hallmarks of successful online learning in the program evaluations and descriptions, no matter the literacy and language proficiency levels of the students. Most studies' findings converge to the following list of defining skills and dispositions of successful independent online students published by Askov et al. (2003: Expanding Access to Adult Literacy with Online Distance Education. Askov, Eunice N.; Johnston, Jerome; Petty, Leslie I.; Cambridge, Massachusetts, National Center for the Study of Adult Learning and Literacy, p. 34): * "They were employed or actively seeking employment. * They had a clear goal for their participating in the program. * They read at a seventh grade level or higher. * They had the ability to organize their time and work independently. * They either had a computer at home or easy access to a computer at a place they felt comfortable. * They had computer skills that allowed them to navigate the site and the Internet." These skills and dispositions reappear in other descriptions of successful online learners, including those in Australia (2002: Flexibility through online learning: At a glance, http://www.flexiblelearning.net.au/flx/go) and the United Kingdom (see Selwyn, N., Gorard, S. and Furlong, J (2006). Adult Learning in the Digital Age, London, Routledge). Also, a reciprocal relationship seems to emerge: technology-based learning environments foster the very skills necessary for success (you learn by doing it). From the program evaluations come the documentation of gains in personal growth (mainly self-reported or teacher-observed) in the following dimensions: * self-confidence * motivation-retention-persistence * independence and self-directedness * goal directedness * real-world transfer and reinforcement of skill acquisition. Additionally, assisting learners to meet their goal to become more computer literate help adult literacy and language learners feel a part of the mainstream digital and information age. How do these findings correlate with your experience and knowledge? Can you share an example that confirms or challenges them? How are you involving learners new to technology or independent learning situations? Thanks - Heidi -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070615/9d925934/attachment.html From jprobus at ket.org Fri Jun 15 12:04:40 2007 From: jprobus at ket.org (Joyce Probus) Date: Fri, 15 Jun 2007 11:04:40 -0500 Subject: [Technology 1068] Re: FW: Kentucky Math In-Reply-To: <5B5DF9F227918548AD5FF668A2E84EBC03D390CA@ED181X1.franklin.ketsds.net> References: <5B5DF9F227918548AD5FF668A2E84EBC03D390CA@ED181X1.franklin.ketsds.net> Message-ID: <4672B898.1070003@ket.org> This video, a clip from an old Ma & Pa Kettle episode, was featured in PBS Teachers' Media Infusion blog on June 7, http://www.pbs.org/teachers/mediainfusion/ in an article written by Cindy Newton, June's featured expert teacher. Cindy Newton has taught for 13 years, eleven of which have been spent in a first grade classroom. She has been named Teacher of the Year by both her school corporation and the Indiana Computer Educators. Recently, she was named an Armstrong Educator at Indiana University, where she collaborates with pre-service teachers through a Virtual Lab School. I hope you'll read her article, "Mathematical Problem Solving: A Journey toward Meaning." A regular look at the Media Infusion blog is a good thing to consider. http://www.pbs.org/teachers/mediainfusion/ Burkett, Barry wrote: > Hey guys, > > I know we focus on literacy, but recently I have been putting time into > researching numeracy as well. A student forwarded me this clip, it is > from a B&W television show, but I do not know its name. > > 2 things to focus on, first the creative way to solve the problem and > second the comments that came along with the e-mail. > > On another path, the self-deprecating way these Kentuckians pass the > video around because it is funny, even though the tag is intentionally > labeled to degrade us, and give those outside of Kentucky a negative > view of Kentuckians... why do we intentionally set ourselves up to be > labeled ignorant? > > And one more thing to notice, how dissimilar are the "incorrect" > mathemateers from our ABE students? In my experience it seems that it > is not that the majority of students do not know how to apply > information they know, it is that apply it incorrectly... early > misconceptions in both math and reading become amplified and detrimental > to the adult as they move through life. > > Your thoughts? > > > Barry Burkett, Adult Educator > Thorn Hill Learning Center > Frankfort, KY > 502.223.3110 > > "Computers are incredibly fast, accurate and stupid; humans are > incredibly slow, inaccurate and brilliant; together they are powerful > beyond imagination" - Albert Einstein > > "While adult education should be viewed as a right, not as a stigmatized > second-chance program for those who have failed or dropped from out > school stystems, at the present time lifelong learning is only being > given lip service" (Askov, 2000, p. 259) > > > ------------------------------------------------------------------------ > From: sammdean40 at aol.com [mailto:sammdean40 at aol.com] > Sent: Thursday, June 14, 2007 1:46 PM > To: SDBROWN412 at aol.com; redneckgirl060 at yahoo.com; mooremn774 at aol.com; > janglin216 at yahoo.com; brock1050 at hotmail.com; deseree.thompson at ky.gov; > Burkett, Barry; shoppergirl at myway.com; vsw74 at yahoo.com > Subject: Fwd: Kentucky Math > > > > > -----Original Message----- > From: GINA MARIE > To: suzanne ; pam bardis ; sammdean40 at aol.com > Sent: Thu, 14 Jun 2007 1:13 pm > Subject: Fwd: FW: Kentucky Math > > Ha Ha that's the way to count it huh? > > Note: forwarded message attached. > ------------------------------------------------------------------------ > Looking for a deal? Find great prices on flights and hotels > > with Yahoo! FareChase. > Attached Message > From: Linville, Janice M (EPSB) > To: Collins, Amber (KYTC) ; cntrygyrl20 at aol.com; > littlegurl1994 at aol.com; Sparks, Betty (KYTC) ; Krider, Bill E (DJJ) ; > Butler, Bobbie (AGR) ; cocoasugar07 at bored.com; Graham, Carla (EPSB) ; > Carla.Rice at education.ky.gov; Ritchey, Cecilia ; cinperry73 at yahoo.com; > Meriwether, Connie S (KSP) ; parker_cl at bellsouth.net; > mttgvt at bellsouth.net; dwaits at fewpb.net; eddie.davis at kysu.edu; > ggmarie66 at yahoo.com; Lathrem, Jennifer C (OET-FK) ; > lil_sister_dynamite at yahoo.com; Williams, Latasha (CHFS/DDS/LVSL) ; > nplgirl at bellsouth.net; mpayne at kheaa.com; ypatann at yahoo.com; Cornett, > Rhonda (KYTC) ; Lover Boy ; Sandy Kiser ; sannlinville at yahoo.com; Byrns, > Scott (KYTC) ; Shelby Keith ; Salchli, Sherrie (CHFS OIG Fraud) ; > frogie6 at aol.com; tammylee16 at hotmail.com > Subject: FW: Kentucky Math > Date: Thu, 14 Jun 2007 13:00:01 -0400 > > This is too funny! I know two kids that would try to pull this off at > school. > ------------------------------------------------------------------------ > AOL now offers free email to everyone. Find out more about what's free > from AOL at AOL.com . > > > ------------------------------------------------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > Email delivered to jprobus at ket.org From steve_quann at worlded.org Fri Jun 15 11:18:20 2007 From: steve_quann at worlded.org (Steve Quann) Date: Fri, 15 Jun 2007 11:18:20 -0400 Subject: [Technology 1069] Re: Tryout periods Message-ID: <4672757C020000F800007863@bostongwia.jsi.com> Kind of like a drop/add period or time to withdraw without penaly like with college courses. Steve >>> "David J. Rosen" 06/15/07 9:01 AM >>> Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to steve_quann at worlded.org From HSilver-Pacuilla at air.org Fri Jun 15 11:31:32 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Fri, 15 Jun 2007 11:31:32 -0400 Subject: [Technology 1070] Re: findings on evidence of improvement ofliteracy and language skills through technology In-Reply-To: <3666C91E-AE3A-451E-A289-1A3BD18BEF89@comcast.net> Message-ID: Thanks, David, this is a great story that illustrates many of the threads emerging in the published literature! Love the spill-over to home and personal computer use! Heidi -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Friday, June 15, 2007 9:58 AM To: The Technology and Literacy Discussion List Subject: [Technology 1066] Re: findings on evidence of improvement ofliteracy and language skills through technology Hello Heidi, and others, I have some informal findings from the evaluation of a blended learning reading and writing skills pilot program that may be of interest. In this case, both the face-to-face and online instruction were essential from the beginning. Neither was supplementary. The f2f instruction was one hour a week, and the online instruction was 3-5 hours/week. The course was 15 weeks. The context was workplace literacy, intermediate level reading and writing skills for early childhood education (ECE) teachers who were motivated to improve their basic skills to get into and succeed in community college ECE courses leading to ECE certification. The teachers were all experienced in ECE, motivated to prepare for the college courses, native speakers of languages other than English, and completely inexperienced in using computers. They had access to the Internet from a computer (or in one of the ECE centers, several computers) at work. Some used computers in their neighborhood library. In the third year pilot program many participants also had Internet access at home, but hadn't used it themselves, when they enrolled in the program. The reading and writing skills curriculum, approximnately 60 hours of online instruction, was entirely contextualized in ECE standards-based practice. The basic computer skills and many of the lessons involving writing were taught f2f. The Web-based instruction was introduced f2f but was soon used by participants primarily independently, online. The students saved their evidence of learning on a disk and in hard copy. Although the purpose of the training was improvement of reading and writing skills, in the evaluation many of the participants said they also significantly increased their knowledge of how to use a computer and the Internet. Many said they also learned about good practices in ECE or confirmed their existing good practices. Several, who had Internet access at home, said they were now carving out time (and demanding access from their spouses and children) to use the Web. The online curriculum for this program is available free at http:// learningladder.org) and is being used in several places around the country. There is an ECE center-based version and a family child care version. I hope that someone will do an evaluation of one of the programs using it to determine what the learning gains and outcomes are (enrollment and completion in the ECE community college courses, for example) . David J. Rosen djrosen at comcast.,net On Jun 13, 2007, at 9:32 AM, Silver-Pacuilla, Heidi wrote: > Hello everyone - here is another chunk of my data to share for member > checking with you. Does this resonate? Can you share an example that > confirms or challenges these findings? > > **My key question to the group is: What has been your experience with > the lowest skilled students? > > Thanks! Heidi Silver-Pacuilla > > ++++++++++++ > > To recap, I am posting preliminary findings (and not my full > methodology > or bibliography since both are currently incomplete) from the > published > and posted literature on adult online literacy and language > learning. I > hope you find them validating or provocative (or both!) and can > join in > a lively discussion of what's actually happening in your school or > program. > > This is the second of the three main areas I am sharing with the > listserv: program implementation issues, evidence of improvements of > basic literacy and language skills, and student skills and > dispositions > associated with successful technology-based and online learning. > > Here are some key findings from the review of studies reporting > evidence > of improvement of basic literacy and language skills: > > There is growing evidence that adult learners' work with computer- > based > or online materials that are supplemental to adult literacy and ESOL > classes contributes positively to their overall literacy and language > acquisition plus complementary learning skills. The evaluations > reviewed were of supplemental materials available to students with > some > type of program support (on-site trained teacher or support person, > support person available online, tech support available through the > program, and/or automated feedback system in the program) and varying > degrees of integration with the regular class curriculum. > > Importantly, the supplemental materials and online interfaces were > either uniquely developed or chosen for adult literacy and language > learners. Programs have documented successful use of these materials > with all levels of students, including those with the lowest levels of > literacy and English proficiency. > > Quantifying specific academic skills achievement is difficult to > pinpoint, but several significant studies report learning gains > attributable to the supplemental use of technology in instruction and > practice. It must be acknowledged that there is still no "body of > evidence" with repeated and comparable studies that can definitely > answer questions about particular interventions used with particular > literacy or language levels with predictable results. > > How do these findings correlate with your experience and knowledge? > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to hsilver-pacuilla at air.org From kolson2 at columbus.rr.com Fri Jun 15 11:40:13 2007 From: kolson2 at columbus.rr.com (K Olson) Date: Fri, 15 Jun 2007 11:40:13 -0400 Subject: [Technology 1071] Tryout periods In-Reply-To: <4672757C020000F800007863@bostongwia.jsi.com> References: <4672757C020000F800007863@bostongwia.jsi.com> Message-ID: <007c01c7af63$77312100$1b405f18@bessie> Harvard University has had a course 'shopping' period for over 150 years. Here is their definition of it: Shopping Period - The first five days of an academic term at Harvard, before Study Cards are submitted for formal enrollment in a course, when students can visit classes, sit in on lectures, and review syllabi and readings. Kathy Olson From nancy.friday at alphaplus.ca Fri Jun 15 13:37:11 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Fri, 15 Jun 2007 13:37:11 -0400 Subject: [Technology 1072] Re: findings on evidence of improvement of literacy and language skills through technology Message-ID: <852572FB.0060CA2A.00@alphaplus.ca> Hi Everyone, Nancy Friday here from the AlphaPlus Centre in Toronto, Ontario, Canada. I have been reading this discussion all week, intending to respond, and now its Friday and I am going to make this happen! The AlphaPlus Centre is a provincial adult literacy resource centre providing resource, technology and information support to over 300 adult literacy sites across Ontario in the English, Native, Deaf and Francophone communities. As a direct result of significant funding changes particularly at the National level, AlphaPlus is engaged in a strategic planning process to re-position ourselves within the new adult education environment in Ontario. For over 10 years now we have managed and developed an online learning environment called AlphaRoute. You can learn more about AlphaRoute and try it out at: www.resources.alpharoute.org For the past 4 years we have been working with sites across Ontario to realize as much as possible true distance delivery of literacy skills development and opportunity. We have couched our practice in research and have produced research reports that speak to varying degrees depending on the report to the subject of this discussion this week. In 2000 I believe we received funding fromthe Office of Learning Technologies, a branch of Human Resources Development Canada, to explore the efficacy of online learning for adult literacy students. We grappled with how to approach the research question for a couple years during the time that the AlphaRoute Web-based learning environment was being used by literacy students in programs across Ontario. We decided to approach the research by asking literacy students who had used AlphaRoute for a period of time. 142 learners from 42 literacy programs across Ontario participated in a telephone survey. The questions asked if and how using AlphaRoute impacted on their reading and related literacy skills, did the use of AlphaRoute impact on their use of computers at home, use of email, use of the Internet, how has using AlphaRoute impacted on the way they learn and their motivation to continue, how important and what kinds of support are important and critical to online learning? Our report is called What difference does it make? - Literacy learner perspectives on Web-based learning with AlphaRoute (2003). Here's a link to the full report: http://alphaplus.ca/images/pdf/Whatdifferencedoesitmake.pdf The use of AlphaRoute as reflected in this report was as a supplement to onsite literacy learning and primarily but not exclusively, learners were accessing AlphaRoute using computers at their literacy program. So not a distance learning application at that time. In 2001 AlphaPlus partnered with an agency called Contact North in northern Ontario and two established adult literacy programs, one French and one English, to explore how and if AlphaRoute could be used to support distance delivery of literacy programming. Contact North provided computer access to adult literacy students in two communities that did not have literacy programs. The two literacy programs provided mentors to support the learning at a distance of literacy learners in the remote towns. AlphaRoute and supplemental learning software were used for learning content, learning management, and interactice communication between learners and mentors. This was a very small project. What we learned from it was that distance learning support was possible, that partnering to create the access path for students was necessary and workable, but that there were some missing pieces, significantly a way to do assessment at a distance was one missing piece. We also started to realize that distance learning wouldn't be more cost effecitve than onsite learning. Starting in 2003, AlphaPlus and four literacy programs across Ontario with significant funding from our national and provincial partners, managed a larger exploration of how literacy skill development can be offered at a distance. This effort was carried out as formal research, under the guidance of Dr. Paul Porter from Sonoma State University in California and Matthis Sturm from the AlphaPlus Centre. A report on the result of that research, called Crossing the Great Divides: Distance learning and flexible delivery in Adult Basic Education (2006) is availalbe at http://distance.alphaplus.ca I will ask Matthias to share what he has learned from this research that speaks to the efficacy of distance learning in adult literacy. And I'll stop for now. Nancy in Toronto "Silver-Pacuilla, Heidi" on 06/13/2007 09:32:50 AM Please respond to The Technology and Literacy Discussion List To: technology at nifl.gov cc: (bcc: Nancy Friday) Subject: [Technology 1055] findings on evidence of improvement of literacy and language skills through technology Hello everyone - here is another chunk of my data to share for member checking with you. Does this resonate? Can you share an example that confirms or challenges these findings? **My key question to the group is: What has been your experience with the lowest skilled students? Thanks! Heidi Silver-Pacuilla ++++++++++++ To recap, I am posting preliminary findings (and not my full methodology or bibliography since both are currently incomplete) from the published and posted literature on adult online literacy and language learning. I hope you find them validating or provocative (or both!) and can join in a lively discussion of what's actually happening in your school or program. This is the second of the three main areas I am sharing with the listserv: program implementation issues, evidence of improvements of basic literacy and language skills, and student skills and dispositions associated with successful technology-based and online learning. Here are some key findings from the review of studies reporting evidence of improvement of basic literacy and language skills: There is growing evidence that adult learners' work with computer-based or online materials that are supplemental to adult literacy and ESOL classes contributes positively to their overall literacy and language acquisition plus complementary learning skills. The evaluations reviewed were of supplemental materials available to students with some type of program support (on-site trained teacher or support person, support person available online, tech support available through the program, and/or automated feedback system in the program) and varying degrees of integration with the regular class curriculum. Importantly, the supplemental materials and online interfaces were either uniquely developed or chosen for adult literacy and language learners. Programs have documented successful use of these materials with all levels of students, including those with the lowest levels of literacy and English proficiency. Quantifying specific academic skills achievement is difficult to pinpoint, but several significant studies report learning gains attributable to the supplemental use of technology in instruction and practice. It must be acknowledged that there is still no "body of evidence" with repeated and comparable studies that can definitely answer questions about particular interventions used with particular literacy or language levels with predictable results. How do these findings correlate with your experience and knowledge? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From nancy.friday at alphaplus.ca Fri Jun 15 14:03:10 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Fri, 15 Jun 2007 14:03:10 -0400 Subject: [Technology 1073] Re: Tryout periods Message-ID: <852572FB.00632B63.00@alphaplus.ca> Hi, Nancy from Toronto here again in response to the issue of learner retention. Recruitment and retention have been the focus of much discussion during the distance delivery research we have been engaged in at the AlphaPlus Centre with the four sites that have been exploring distance delivery. Retention has also been a noted interest in what happens in short online courses that we have developed and delivered as part of AlphaRoute for the past three years. Our emerging and currently only form of new content for AlphaRoute this year is online courses. Our courses are four weeks long. For the first two years they were delivered in a discussion forum - Web Board (supported by an external course web site) as part of AlphaRoute. This year we are offering the courses in Moodle. You can take a look at the course topic list and external course web sites at: www.resources.alpharoute.org > Resources > Online courses for adult literacy students What we have found in terms of retention is that for the first two weeks, students are gung-ho, and then we see a drop-off in week three that is sustained through week four. Generally we have found that a third of the students that enroll in a course complete it and receive a course certificate of participation. Interesting what you share David about a two-week period being perhaps the right amount to try-out time. I should note that we acknowledge there is a continuum of learning for us all, and so for a student to take the step and enroll in an AlphaRoute online course is in fact a learning step. Trying it out for a week or two to see how it works and then not continuing is also learning. Committing to take the course and complete the work to achieve the certificate at the end (and learning some cool stuff along the way) is a goal for us. And in the world of demonstrating literacy learning and a range of skills, can make for a great demonstration. But we would like to think that our courses are so valuable to learners and engaging that they will all move from start to finish. It isn't realistic that they will though - because of that continuum of learning. >From the stats and knowledge of the programs that the students enrolled in the courses come from, the highest retention rates come from students whose instructor has included the AlphaRoute online course within their instruction and where students are in a computer lab at the same time taking the course. So motivation and support (instructor and peer) are onsite. However, the course facilitator is at a distance and does contribute to a motivating and retention aspect of student support. The development of online courses in AlphaRoute has not been done within a research project or model. We are learning as we go and writing articles and sharing information as we learn. Our challenge at this point is to focus on that three week drop-off reality and see what we can do from the course content and development side to attempt to support learners in sustaining their involvement past that drop-off point. Any suggestions or ideas from the range of instructors and researchers participating in this discussion are more than welcome! Nancy Friday "David J. Rosen" on 06/15/2007 09:01:41 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1064] Tryout periods Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From nancy.friday at alphaplus.ca Fri Jun 15 14:25:45 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Fri, 15 Jun 2007 14:25:45 -0400 Subject: [Technology 1074] Re: FW: Kentucky Math Message-ID: <852572FB.006542BC.00@alphaplus.ca> Hi, This video has circulated in Canada as well, because I have seen it before. Interesting, I can't recall if when I received it if had the Kentucky label attached. If it had, I would have ignored that part and just focused on the video. I love the creativity in the solutions (even though they aren't correct). I like the fact that the man and woman are confident in the face of the man in the suit to stand up and assert their perspective and apply the knowledge that they have (because they do know adding and multiplying). I really like the fact that the couple reject the system and do things their own way. My hope would be from a learning perspective that the couple would be open to seeing that their reasoning isn't correct. If they were holding the 25 cents and had to divide it, they might re-think their reasoning. Which makes me this as perhaps a power issue - who holds the money? This clip also make me think about an experience I had when I worked front line in a community-based literacy program here in Toronto and was engaged in training new literacy volunteer tutors. We were showing some ways to approach math - particularly long division. Normally in tutor training we would go into the details of long division, but we had a cultural point to make. Many students and volunteers in our program had come to Canada from a range of Caribbean countries. Tutors who went through the Canadian school system learned long division just one way and taught it that way. Tutors and students from the Caribbean, I believe an example came from Guyana, learned long division another way. When the Guyanese way was demonstrated, the Canadian-born tutors were clearly shocked. The point was to take cues from the students in terms of observing how they approach tasks, be aware and respectful of cultures not your own, and be open to learning in new ways. Neither way of approaching long division was wrong - both came to the correct answer - but forcing someone to learn a way that doesn't come from their experience or previous knowledge, can be counter productive. I know that's not the case in this video - but the clip did take me back to that long division place. Nancy "Burkett, Barry" on 06/15/2007 09:33:33 AM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" , "The Poverty, Race, Women and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1065] FW: Kentucky Math Hey guys, I know we focus on literacy, but recently I have been putting time into researching numeracy as well. A student forwarded me this clip, it is from a B&W television show, but I do not know its name. 2 things to focus on, first the creative way to solve the problem and second the comments that came along with the e-mail. On another path, the self-deprecating way these Kentuckians pass the video around because it is funny, even though the tag is intentionally labeled to degrade us, and give those outside of Kentucky a negative view of Kentuckians... why do we intentionally set ourselves up to be labeled ignorant? And one more thing to notice, how dissimilar are the "incorrect" mathemateers from our ABE students? In my experience it seems that it is not that the majority of students do not know how to apply information they know, it is that apply it incorrectly... early misconceptions in both math and reading become amplified and detrimental to the adult as they move through life. Your thoughts? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 "Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination" - Albert Einstein "While adult education should be viewed as a right, not as a stigmatized second-chance program for those who have failed or dropped from out school stystems, at the present time lifelong learning is only being given lip service" (Askov, 2000, p. 259) ________________________________ From: sammdean40 at aol.com [mailto:sammdean40 at aol.com] Sent: Thursday, June 14, 2007 1:46 PM To: SDBROWN412 at aol.com; redneckgirl060 at yahoo.com; mooremn774 at aol.com; janglin216 at yahoo.com; brock1050 at hotmail.com; deseree.thompson at ky.gov; Burkett, Barry; shoppergirl at myway.com; vsw74 at yahoo.com Subject: Fwd: Kentucky Math -----Original Message----- From: GINA MARIE To: suzanne ; pam bardis ; sammdean40 at aol.com Sent: Thu, 14 Jun 2007 1:13 pm Subject: Fwd: FW: Kentucky Math Ha Ha that's the way to count it huh? Note: forwarded message attached. ________________________________ Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. Attached Message From: Linville, Janice M (EPSB) To: Collins, Amber (KYTC) ; cntrygyrl20 at aol.com; littlegurl1994 at aol.com; Sparks, Betty (KYTC) ; Krider, Bill E (DJJ) ; Butler, Bobbie (AGR) ; cocoasugar07 at bored.com; Graham, Carla (EPSB) ; Carla.Rice at education.ky.gov; Ritchey, Cecilia ; cinperry73 at yahoo.com; Meriwether, Connie S (KSP) ; parker_cl at bellsouth.net; mttgvt at bellsouth.net; dwaits at fewpb.net; eddie.davis at kysu.edu; ggmarie66 at yahoo.com; Lathrem, Jennifer C (OET-FK) ; lil_sister_dynamite at yahoo.com; Williams, Latasha (CHFS/DDS/LVSL) ; nplgirl at bellsouth.net; mpayne at kheaa.com; ypatann at yahoo.com; Cornett, Rhonda (KYTC) ; Lover Boy ; Sandy Kiser ; sannlinville at yahoo.com; Byrns, Scott (KYTC) ; Shelby Keith ; Salchli, Sherrie (CHFS OIG Fraud) ; frogie6 at aol.com; tammylee16 at hotmail.com Subject: FW: Kentucky Math Date: Thu, 14 Jun 2007 13:00:01 -0400 This is too funny! I know two kids that would try to pull this off at school. ________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com . -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070615/5556e4d4/attachment.htm -------------- next part -------------- A non-text attachment was scrubbed... Name: KentuckyMath.wmv Type: application/octet-stream Size: 4218825 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070615/5556e4d4/attachment.obj -------------- next part -------------- ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From HSilver-Pacuilla at air.org Fri Jun 15 14:53:37 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Fri, 15 Jun 2007 14:53:37 -0400 Subject: [Technology 1075] Re: findings on evidence - AlphaRoute In-Reply-To: <852572FB.0060CA2A.00@alphaplus.ca> Message-ID: Nancy, thank you so very much for posting all of this to the listserv. The work and findings from AlphaRoute are so instructive in this area because you have indeed made things happen for learners with low literacy and been able to share your findings with the rest of us. The survey was enlightening. Keep up the dissemination efforts - we need to continue to learn from your work! Heidi -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of nancy.friday at alphaplus.ca Sent: Friday, June 15, 2007 1:37 PM To: The Technology and Literacy Discussion List Subject: [Technology 1072] Re: findings on evidence of improvement of literacy and language skills through technology Hi Everyone, Nancy Friday here from the AlphaPlus Centre in Toronto, Ontario, Canada. I have been reading this discussion all week, intending to respond, and now its Friday and I am going to make this happen! The AlphaPlus Centre is a provincial adult literacy resource centre providing resource, technology and information support to over 300 adult literacy sites across Ontario in the English, Native, Deaf and Francophone communities. As a direct result of significant funding changes particularly at the National level, AlphaPlus is engaged in a strategic planning process to re-position ourselves within the new adult education environment in Ontario. For over 10 years now we have managed and developed an online learning environment called AlphaRoute. You can learn more about AlphaRoute and try it out at: www.resources.alpharoute.org For the past 4 years we have been working with sites across Ontario to realize as much as possible true distance delivery of literacy skills development and opportunity. We have couched our practice in research and have produced research reports that speak to varying degrees depending on the report to the subject of this discussion this week. In 2000 I believe we received funding fromthe Office of Learning Technologies, a branch of Human Resources Development Canada, to explore the efficacy of online learning for adult literacy students. We grappled with how to approach the research question for a couple years during the time that the AlphaRoute Web-based learning environment was being used by literacy students in programs across Ontario. We decided to approach the research by asking literacy students who had used AlphaRoute for a period of time. 142 learners from 42 literacy programs across Ontario participated in a telephone survey. The questions asked if and how using AlphaRoute impacted on their reading and related literacy skills, did the use of AlphaRoute impact on their use of computers at home, use of email, use of the Internet, how has using AlphaRoute impacted on the way they learn and their motivation to continue, how important and what kinds of support are important and critical to online learning? Our report is called What difference does it make? - Literacy learner perspectives on Web-based learning with AlphaRoute (2003). Here's a link to the full report: http://alphaplus.ca/images/pdf/Whatdifferencedoesitmake.pdf The use of AlphaRoute as reflected in this report was as a supplement to onsite literacy learning and primarily but not exclusively, learners were accessing AlphaRoute using computers at their literacy program. So not a distance learning application at that time. In 2001 AlphaPlus partnered with an agency called Contact North in northern Ontario and two established adult literacy programs, one French and one English, to explore how and if AlphaRoute could be used to support distance delivery of literacy programming. Contact North provided computer access to adult literacy students in two communities that did not have literacy programs. The two literacy programs provided mentors to support the learning at a distance of literacy learners in the remote towns. AlphaRoute and supplemental learning software were used for learning content, learning management, and interactice communication between learners and mentors. This was a very small project. What we learned from it was that distance learning support was possible, that partnering to create the access path for students was necessary and workable, but that there were some missing pieces, significantly a way to do assessment at a distance was one missing piece. We also started to realize that distance learning wouldn't be more cost effecitve than onsite learning. Starting in 2003, AlphaPlus and four literacy programs across Ontario with significant funding from our national and provincial partners, managed a larger exploration of how literacy skill development can be offered at a distance. This effort was carried out as formal research, under the guidance of Dr. Paul Porter from Sonoma State University in California and Matthis Sturm from the AlphaPlus Centre. A report on the result of that research, called Crossing the Great Divides: Distance learning and flexible delivery in Adult Basic Education (2006) is availalbe at http://distance.alphaplus.ca I will ask Matthias to share what he has learned from this research that speaks to the efficacy of distance learning in adult literacy. And I'll stop for now. Nancy in Toronto "Silver-Pacuilla, Heidi" on 06/13/2007 09:32:50 AM Please respond to The Technology and Literacy Discussion List To: technology at nifl.gov cc: (bcc: Nancy Friday) Subject: [Technology 1055] findings on evidence of improvement of literacy and language skills through technology Hello everyone - here is another chunk of my data to share for member checking with you. Does this resonate? Can you share an example that confirms or challenges these findings? **My key question to the group is: What has been your experience with the lowest skilled students? Thanks! Heidi Silver-Pacuilla ++++++++++++ To recap, I am posting preliminary findings (and not my full methodology or bibliography since both are currently incomplete) from the published and posted literature on adult online literacy and language learning. I hope you find them validating or provocative (or both!) and can join in a lively discussion of what's actually happening in your school or program. This is the second of the three main areas I am sharing with the listserv: program implementation issues, evidence of improvements of basic literacy and language skills, and student skills and dispositions associated with successful technology-based and online learning. Here are some key findings from the review of studies reporting evidence of improvement of basic literacy and language skills: There is growing evidence that adult learners' work with computer-based or online materials that are supplemental to adult literacy and ESOL classes contributes positively to their overall literacy and language acquisition plus complementary learning skills. The evaluations reviewed were of supplemental materials available to students with some type of program support (on-site trained teacher or support person, support person available online, tech support available through the program, and/or automated feedback system in the program) and varying degrees of integration with the regular class curriculum. Importantly, the supplemental materials and online interfaces were either uniquely developed or chosen for adult literacy and language learners. Programs have documented successful use of these materials with all levels of students, including those with the lowest levels of literacy and English proficiency. Quantifying specific academic skills achievement is difficult to pinpoint, but several significant studies report learning gains attributable to the supplemental use of technology in instruction and practice. It must be acknowledged that there is still no "body of evidence" with repeated and comparable studies that can definitely answer questions about particular interventions used with particular literacy or language levels with predictable results. How do these findings correlate with your experience and knowledge? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to hsilver-pacuilla at air.org From djrosen at comcast.net Sat Jun 16 07:40:16 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 16 Jun 2007 07:40:16 -0400 Subject: [Technology 1076] A new vision for online learning In-Reply-To: <852572FB.00632B63.00@alphaplus.ca> References: <852572FB.00632B63.00@alphaplus.ca> Message-ID: Hello Nancy, Heidi, and others, I have previously mentioned on this discussion list the book by James Gee, _What Video Games Have to Teach Us About Learning and Literacy_. Gee invites us to look at what we can learn from the most successful, and brilliantly designed, computer games about how to create classroom learning experiences. I would like us to look at what video games have to teach us about _online_ learning for adults. [Caution: this message contains vision.] 1. When you begin to play a video game you know it will be challenging, but it always begins at the easiest level and gradually, level by level, gets more difficult. Is this always true of online learning for adults? 2. Video games (Gee points out) usually have no written instruction manuals. You are expected to learn how they work from playing them. They are designed that way. You _can_ learn how they work from playing them. Can students learn how an online course works just from taking it? 3. In a video game you can take as little or as much time as you need to go through any level. You can replay a level any time you want -- to strengthen your skills for the difficult challenges that you know lie ahead, or for fun. In an online course, even an asynchronous one, you usually have to complete the assignment within the week. 4. In a video game you are rewarded each time you learn something, and at the end of each level. Although Gee lists more principles I think you get the idea. Gee learned these principles from studying video games. He describes them in detail throughout the book and conveniently lists them in the appendix. Examining typical classroom activities in light of these learning design principles, you realize that many students are disengaged with K-12 classes and drop out because the classes are so poorly designed as learning environments, whereas video games engage them. Most classes just cannot compete with video games, or many other engaging life learning experiences. As Mark Twain put it, "My whole life was an education, except of course for my years in school". Of course, this kind of thinking may lead us back to the drawing board, to reconsider whether we should be offering online "classes" at all. The answer to the National Institute of Literacy's question about how much literacy is needed for online learning might be "only very basic literacy skills" or even "no literacy skills are required" to participate in online learning if reading and writing could be learned entirely through playing an online video game. Some of you are chuckling at the very notion. Consider however Second Life, the online environment where those with low-level reading skills can even now learn how to do many things without reading. Suppose users could have Second Life signs, notices, billboards, letters, e-mail and other written documents -- or parts of these -- read out loud if they wished, for example when they got stuck on a word. Suppose they could attend completely asynchronous reading improvement groups when and if they wanted to in an online learning center, reading groups which took advantage of computerized assessment features. In a large-scale, online reading group environment, people could be assigned to a reading group with those who had their interests, and same reading level. There could, of course, be scheduled real-time discussions for those who wanted them. I learned recently that some people with physical disabilities (who describe themselves as "differently abled") are active in Second Life. Like everyone else there, they can choose who they want to be, can pick or design their own avatar (a mobile, animated icon that is "who you are" in Second Life) but also -- for the first time -- they can walk, run, even fly. One physically disabled user said that this mobility is liberating. Could Second Life be "liberating" for low- literate adults? Where am I going with this vision? The National Institute for Literacy, and/or other public and private funders should invest in creating an online environment -- perhaps build a learning center island on Second Life -- where adults, including young adults, -- can improve their reading, writing and numeracy skills in an interactive, online environment. This would be a bold step. There is nothing like this now -- although I understand a new GED center has just opened on Second Life and there is a massive center being built there for post-secondary education. Suppose participants learned to improve their reading, writing and numeracy skills as they were doing other things, and that the "scaffolding" was there to support literacy improvement. Perhaps the U.S. and Canada could co-invest in a Second Life adult learning environment where adults could go to pursue some compelling learning goals, and could -- at the same time -- get the assists they needed to improve their reading, writing and numeracy skills, not necessarily through online classes, but as they learned construction skills, learned to maintain a computer, improved their bowling skills, learned to fully use the features of a new mobile phone, or some other personal goal or objective. Such an environment, originally designed for English users or English language learners, might be adapted for learning other languages as well. It might become a world literacy learning environment. David J. Rosen djrosen at comcast.net From Selover200 at comcast.net Sat Jun 16 13:41:42 2007 From: Selover200 at comcast.net (Selover200 at comcast.net) Date: Sat, 16 Jun 2007 17:41:42 +0000 Subject: [Technology 1077] NovaNet classes Message-ID: <061620071741.26646.467420D6000CE002000068162200762194CFCFCD9D0A9001040AAC@comcast.net> Hello folks, I am a teacher for ESL for Healdsburg Adult Ed. I work with beginning students in a regular classroom. We have a few older computers that I use for typing lessons and practice right now. My computers are too old to go on line right now, so my students need to go to another room for online access. When students are ready to move up to a higher level, one of our other teachers as a NovaNet computer lab where students can continue working on their English at their own speed for half of the class period, then the teacher leads the class for conversation, writing, etc. Students can go on to earn their GEDs on NovaNet. Our Alternative High School students use the lab daily to complete their high school classes. Some choose to return to regular HS classes once they have caught up. Reg HS students also attend the Adult Ed sessions to make-up classes that they missed or failed so that they can graduate. I think that NovaNet also has college level courses. There is another program, ELLIS, for Jr High and Elementary students. It is on line. Has anyone else used NovaNet or ELLIS? Linda Selover From Tina_Luffman at yc.edu Sat Jun 16 12:29:55 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Sat, 16 Jun 2007 09:29:55 -0700 Subject: [Technology 1078] Re: A new vision for online learning In-Reply-To: References: <852572FB.00632B63.00@alphaplus.ca>, Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070616/844f9280/attachment.html From rgriffin at ket.org Mon Jun 18 09:11:03 2007 From: rgriffin at ket.org (Ron Griffin) Date: Mon, 18 Jun 2007 09:11:03 -0400 Subject: [Technology 1079] Re: FW: Kentucky Math In-Reply-To: <852572FB.006542BC.00@alphaplus.ca> Message-ID: Morning to All, For the staff here at KET (Kentucky Educational Television) this illustrates again how video can be a powerful supplemental resource for the Adult Education Community. This clip makes several points that would be hard to demonstrate with just the spoken or written word alone in the class room. Have a great day, Ron. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]On Behalf Of nancy.friday at alphaplus.ca Sent: Friday, June 15, 2007 2:26 PM To: The Technology and Literacy Discussion List Subject: [Technology 1074] Re: FW: Kentucky Math Hi, This video has circulated in Canada as well, because I have seen it before. Interesting, I can't recall if when I received it if had the Kentucky label attached. If it had, I would have ignored that part and just focused on the video. I love the creativity in the solutions (even though they aren't correct). I like the fact that the man and woman are confident in the face of the man in the suit to stand up and assert their perspective and apply the knowledge that they have (because they do know adding and multiplying). I really like the fact that the couple reject the system and do things their own way. My hope would be from a learning perspective that the couple would be open to seeing that their reasoning isn't correct. If they were holding the 25 cents and had to divide it, they might re-think their reasoning. Which makes me this as perhaps a power issue - who holds the money? This clip also make me think about an experience I had when I worked front line in a community-based literacy program here in Toronto and was engaged in training new literacy volunteer tutors. We were showing some ways to approach math - particularly long division. Normally in tutor training we would go into the details of long division, but we had a cultural point to make. Many students and volunteers in our program had come to Canada from a range of Caribbean countries. Tutors who went through the Canadian school system learned long division just one way and taught it that way. Tutors and students from the Caribbean, I believe an example came from Guyana, learned long division another way. When the Guyanese way was demonstrated, the Canadian-born tutors were clearly shocked. The point was to take cues from the students in terms of observing how they approach tasks, be aware and respectful of cultures not your own, and be open to learning in new ways. Neither way of approaching long division was wrong - both came to the correct answer - but forcing someone to learn a way that doesn't come from their experience or previous knowledge, can be counter productive. I know that's not the case in this video - but the clip did take me back to that long division place. Nancy "Burkett, Barry" on 06/15/2007 09:33:33 AM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" , "The Poverty, Race, Women and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1065] FW: Kentucky Math Hey guys, I know we focus on literacy, but recently I have been putting time into researching numeracy as well. A student forwarded me this clip, it is from a B&W television show, but I do not know its name. 2 things to focus on, first the creative way to solve the problem and second the comments that came along with the e-mail. On another path, the self-deprecating way these Kentuckians pass the video around because it is funny, even though the tag is intentionally labeled to degrade us, and give those outside of Kentucky a negative view of Kentuckians... why do we intentionally set ourselves up to be labeled ignorant? And one more thing to notice, how dissimilar are the "incorrect" mathemateers from our ABE students? In my experience it seems that it is not that the majority of students do not know how to apply information they know, it is that apply it incorrectly... early misconceptions in both math and reading become amplified and detrimental to the adult as they move through life. Your thoughts? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 "Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination" - Albert Einstein "While adult education should be viewed as a right, not as a stigmatized second-chance program for those who have failed or dropped from out school stystems, at the present time lifelong learning is only being given lip service" (Askov, 2000, p. 259) ________________________________ From: sammdean40 at aol.com [mailto:sammdean40 at aol.com] Sent: Thursday, June 14, 2007 1:46 PM To: SDBROWN412 at aol.com; redneckgirl060 at yahoo.com; mooremn774 at aol.com; janglin216 at yahoo.com; brock1050 at hotmail.com; deseree.thompson at ky.gov; Burkett, Barry; shoppergirl at myway.com; vsw74 at yahoo.com Subject: Fwd: Kentucky Math -----Original Message----- From: GINA MARIE To: suzanne ; pam bardis ; sammdean40 at aol.com Sent: Thu, 14 Jun 2007 1:13 pm Subject: Fwd: FW: Kentucky Math Ha Ha that's the way to count it huh? Note: forwarded message attached. ________________________________ Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. Attached Message From: Linville, Janice M (EPSB) To: Collins, Amber (KYTC) ; cntrygyrl20 at aol.com; littlegurl1994 at aol.com; Sparks, Betty (KYTC) ; Krider, Bill E (DJJ) ; Butler, Bobbie (AGR) ; cocoasugar07 at bored.com; Graham, Carla (EPSB) ; Carla.Rice at education.ky.gov; Ritchey, Cecilia ; cinperry73 at yahoo.com; Meriwether, Connie S (KSP) ; parker_cl at bellsouth.net; mttgvt at bellsouth.net; dwaits at fewpb.net; eddie.davis at kysu.edu; ggmarie66 at yahoo.com; Lathrem, Jennifer C (OET-FK) ; lil_sister_dynamite at yahoo.com; Williams, Latasha (CHFS/DDS/LVSL) ; nplgirl at bellsouth.net; mpayne at kheaa.com; ypatann at yahoo.com; Cornett, Rhonda (KYTC) ; Lover Boy ; Sandy Kiser ; sannlinville at yahoo.com; Byrns, Scott (KYTC) ; Shelby Keith ; Salchli, Sherrie (CHFS OIG Fraud) ; frogie6 at aol.com; tammylee16 at hotmail.com Subject: FW: Kentucky Math Date: Thu, 14 Jun 2007 13:00:01 -0400 This is too funny! I know two kids that would try to pull this off at school. ________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com . From daviauk at billings.k12.mt.us Sun Jun 17 10:13:23 2007 From: daviauk at billings.k12.mt.us (Kathie Daviau) Date: Sun, 17 Jun 2007 08:13:23 -0600 Subject: [Technology 1080] Re: NovaNet classes References: <061620071741.26646.467420D6000CE002000068162200762194CFCFCD9D0A9001040AAC@comcast.net> Message-ID: <8728940CA8973249ABCFCF502B57BF2207A3533A@exchange.billings.k12.mt.us> I use NovaNet as part of my curriculum in my adult ed classes. I also use NovaNet as the main curriculum in a credit recovery for 14-18 year old high school students. NN is pretty good curriculum for math. The latest upgrade made the algebra multimedia, which also means user-friendly. The history is good curriculum if you can read, but the prescriptive element is very long in terms of hours to completion. The science curriculum needs updating; it is pretty dossy. Our science teacher does many supplemental lessons. The English is the curriculum that needs the most supplementing; but you can supplement with other NN lessons or paper-and-pencil lessons. Overall, NN is a good program, but very pricey. NN can be used however you need it, whether prescriptive, non-prescriptive, or in small chunks. Just remember it is only a tool. Kathie Billings, Montana -----Original Message----- From: technology-bounces at nifl.gov on behalf of Selover200 at comcast.net Sent: Sat 6/16/2007 11:41 AM To: technology at nifl.gov Subject: [Technology 1077] NovaNet classes Hello folks, I am a teacher for ESL for Healdsburg Adult Ed. I work with beginning students in a regular classroom. We have a few older computers that I use for typing lessons and practice right now. My computers are too old to go on line right now, so my students need to go to another room for online access. When students are ready to move up to a higher level, one of our other teachers as a NovaNet computer lab where students can continue working on their English at their own speed for half of the class period, then the teacher leads the class for conversation, writing, etc. Students can go on to earn their GEDs on NovaNet. Our Alternative High School students use the lab daily to complete their high school classes. Some choose to return to regular HS classes once they have caught up. Reg HS students also attend the Adult Ed sessions to make-up classes that they missed or failed so that they can graduate. I think that NovaNet also has college level courses. There is another program, ELLIS, for Jr High and Elementary students. It is on line. Has anyone else used NovaNet or ELLIS? Linda Selover ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to daviauk at billings.k12.mt.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070617/75183cc9/attachment.html From djrosen at comcast.net Sat Jun 16 23:02:53 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 16 Jun 2007 23:02:53 -0400 Subject: [Technology 1081] Special Topic: Community Literacy Discussion, June 25-29 Message-ID: <4674A45D.2080704@comcast.net> Colleagues, We will hold a discussion about community literacy on the National Institute for Literacy Special Topics discussion list during the week of June 25 -29. Our guests for this discussion will include, among others: Margaret Doughty, Carl Guerriere, Petrice Sams- Abiodun, Darlene Kostrub, Jeff Carter, and Kathy Chernus. We will discuss: * what community adult and family literacy means * what the community literacy purposes and goals are * why community literacy is important * who key community literacy stakeholders are * examples of community literacy coalitions * incentives and strategies for strengthening community literacy * how to measure the health, outcomes and impact of community literacy * the effect of community literacy on a community * what we know about community literacy from research * what the relationship is of community literacy to workforce literacy, workforce development, and transition to higher education * the role of technology in community literacy * what resources are needed for effective community literacy collaboration * how literacy organizations can work together to make literacy a top community priority <>and more. To subscribe to the Special Topics Discussion List, go to http://www.nifl.gov/mailman/listinfo/specialtopics (After registering, you will be sent an email. You must reply to the email immediately to be subscribed.) <>You may unsubscribe, after this discussion, or remain subscribed to see if you are interested in the next discussion. Between these specific, topic-oriented discussions, you will not receive messages from the list. I look forward to your joining us in this discussion. David J. Rosen Special Topics Discussion List Moderator djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070616/68b0420f/attachment.html From HSilver-Pacuilla at air.org Sat Jun 16 20:32:41 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Sat, 16 Jun 2007 20:32:41 -0400 Subject: [Technology 1082] Re: A new vision for online learning - a plug for UDL In-Reply-To: Message-ID: Hello all - I've been thinking about your post, too, David. While I'm not a gamer, I, like Tina, live with one, my son. I think there is a lot of education potential in virtual worlds such as Second Life -IF it is intentionally designed. Most of the video and online environments are designed with major assumptions about what users bring to the experience and then the rest of what you need to know in order to play is built in to the experience, as you mentioned. For our lowest literacy students and new-to-English students, however, the assumptions are largely incorrect. This is also a problem for gamers with disabilities. There are pockets of dedicated gamers with disabilities organizing themselves to create work-arounds in many online environments because the games aren't always compatible with their assistive technologies, but the numbers are quite small. The environments need to be thoughtfully and universally designed. I had the good fortune to listen to David Rose, Co Founder of CAST, give a talk about universal design for learning and the GPS/mapping/OnStar system that he had experienced in rental cars. This device is universally designed for users with all kinds of preferences for voices or sounds, types of map display, level of detail, size of font and brightness of backlighting, volume of sound,..... You name it, you could customize it. He went into great detail because truly, this was a universally designed tool. The catch for him was realizing that when he was done with his rental car in Columbus OH, he knew no more about the city than when he had arrived. The device - and using it for several days - had not led him to learn anything. It was not universally designed for LEARNING. Its intention was to help you arrive at your meeting. Unless islands in Second Life - for example - are started with an intention that users could learn there, then simply playing the game will probably not help many of our students learn the fundamental skills that they have been working around for years. This is all coming straight out of my perspective grounded in learning disabilities research and teaching, you understand. My students did not learn literacy and numeracy just by being immersed. They learned with intentionally designed environments, activities, and materials. They learned a lot of other life skills by being immersed and had lots of other talents, don't get me wrong, but literacy, numeracy, and language were real puzzles for them that required intense, intentional work. I have not checked the GED island in Second Life, so I'll be curious about that. Anyone visited it yet? And what about an island where you could just stop by and practice English using Voice Over Internet? These intentional designs and uses of the online environment have real potential, I think, but as David points out, they don't have to/shouldn't be like "school". Heidi ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Saturday, June 16, 2007 12:30 PM To: The Technology and Literacy Discussion List Subject: [Technology 1078] Re: A new vision for online learning Hi David and all, You are whetting my interest in the Second Life option for GED learners. Jennifer Rafferty was talking with us about it after a Massachusetts webcast training I was involved in with her program last week. This idea takes me back to when I was studying for my MA in English at Northern Arizona University. We were actually looking into the possibilities of using virtual worlds for educational purposes as well as studying the pedagogy and implications for doing so. On the positive side, these alternate realities are leveling playing fields for the disabled, the unattractive, for anyone who carries a sense of oppression or of being judged by physical appearance, race, gender, and so on. On the negative side, of course is the abuse by those who enter these realities as lurkers seeking to do harm to the participants. But looking at the positive side, I also found that the discussion board in Blackboard had a similar effect on the students in my online English classes I was teaching for the university. I had posed a few research questions to the students, and the quiet ones said that in this environment they had the opportunity to choose their words and participate in "classroom" discussions. The more verbal students also noticed that they did not say as much percentage wise as they normally do in a face-to-face class. These verbal students felt somewhat less represented than normal, but did realize the value of hearing voices of the other. Learning to listen can also be a good tool for students to develop. . . and I am including myself here. As for me, personally, I have felt more empowered in the online community. I feel that people can hear my ideas without judging them through the physical. For the unimpressive looking person, their ideas will receive more attention. Even for a person who is impressive looking, I feel that these people feel that their ideas are valued for the idea itself rather than feeling that they have to sell themselves through their persona . . . what a concept in our current era. Concerning your other point about virtual reality classrooms, yes, getting students engaged in a place where there is a continual evolution of learning higher level skills, and receiving rewards for success are also valid. My daughter and her boyfriend can spend days on end playing the latest video game, and there is something definitely addicting, my only other hold out, about this type of environment. And yet both of them find following a classroom lecture or reading a book to be difficult at best. Perhaps this is, in a lesser sense, the value of software like Skills Tutor or MHC Online where students become so engaged. They get immediate feedback from the pretest telling them what to study next. They also get feedback for each lesson telling them which questions they got right--reward--and which ones they missed--motivating them to review that lesson. The students see themselves progressing through the lessons and can actually feel themselves making accomplishments. By the way, does anyone have experience with AZTEC software? I am interested in it as well for the workforce development value. Have a nice weekend. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -----technology-bounces at nifl.gov wrote: ----- To: The Technology and Literacy Discussion List From: "David J. Rosen" Sent by: technology-bounces at nifl.gov Date: 06/16/2007 04:40AM Subject: [Technology 1076] A new vision for online learning Hello Nancy, Heidi, and others, I have previously mentioned on this discussion list the book by James Gee, _What Video Games Have to Teach Us About Learning and Literacy_. Gee invites us to look at what we can learn from the most successful, and brilliantly designed, computer games about how to create classroom learning experiences. I would like us to look at what video games have to teach us about _online_ learning for adults. [Caution: this message contains vision.] 1. When you begin to play a video game you know it will be challenging, but it always begins at the easiest level and gradually, level by level, gets more difficult. Is this always true of online learning for adults? 2. Video games (Gee points out) usually have no written instruction manuals. You are expected to learn how they work from playing them. They are designed that way. You _can_ learn how they work from playing them. Can students learn how an online course works just from taking it? 3. In a video game you can take as little or as much time as you need to go through any level. You can replay a level any time you want -- to strengthen your skills for the difficult challenges that you know lie ahead, or for fun. In an online course, even an asynchronous one, you usually have to complete the assignment within the week. 4. In a video game you are rewarded each time you learn something, and at the end of each level. Although Gee lists more principles I think you get the idea. Gee learned these principles from studying video games. He describes them in detail throughout the book and conveniently lists them in the appendix. Examining typical classroom activities in light of these learning design principles, you realize that many students are disengaged with K-12 classes and drop out because the classes are so poorly designed as learning environments, whereas video games engage them. Most classes just cannot compete with video games, or many other engaging life learning experiences. As Mark Twain put it, "My whole life was an education, except of course for my years in school". Of course, this kind of thinking may lead us back to the drawing board, to reconsider whether we should be offering online "classes" at all. The answer to the National Institute of Literacy's question about how much literacy is needed for online learning might be "only very basic literacy skills" or even "no literacy skills are required" to participate in online learning if reading and writing could be learned entirely through playing an online video game. Some of you are chuckling at the very notion. Consider however Second Life, the online environment where those with low-level reading skills can even now learn how to do many things without reading. Suppose users could have Second Life signs, notices, billboards, letters, e-mail and other written documents -- or parts of these -- read out loud if they wished, for example when they got stuck on a word. Suppose they could attend completely asynchronous reading improvement groups when and if they wanted to in an online learning center, reading groups which took advantage of computerized assessment features. In a large-scale, online reading group environment, people could be assigned to a reading group with those who had their interests, and same reading level. There could, of course, be scheduled real-time discussions for those who wanted them. I learned recently that some people with physical disabilities (who describe themselves as "differently abled") are active in Second Life. Like everyone else there, they can choose who they want to be, can pick or design their own avatar (a mobile, animated icon that is "who you are" in Second Life) but also -- for the first time -- they can walk, run, even fly. One physically disabled user said that this mobility is liberating. Could Second Life be "liberating" for low- literate adults? Where am I going with this vision? The National Institute for Literacy, and/or other public and private funders should invest in creating an online environment -- perhaps build a learning center island on Second Life -- where adults, including young adults, -- can improve their reading, writing and numeracy skills in an interactive, online environment. This would be a bold step. There is nothing like this now -- although I understand a new GED center has just opened on Second Life and there is a massive center being built there for post-secondary education. Suppose participants learned to improve their reading, writing and numeracy skills as they were doing other things, and that the "scaffolding" was there to support literacy improvement. Perhaps the U.S. and Canada could co-invest in a Second Life adult learning environment where adults could go to pursue some compelling learning goals, and could -- at the same time -- get the assists they needed to improve their reading, writing and numeracy skills, not necessarily through online classes, but as they learned construction skills, learned to maintain a computer, improved their bowling skills, learned to fully use the features of a new mobile phone, or some other personal goal or objective. Such an environment, originally designed for English users or English language learners, might be adapted for learning other languages as well. It might become a world literacy learning environment. David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070616/1317c282/attachment.html From mthacher at otan.us Mon Jun 18 12:34:43 2007 From: mthacher at otan.us (Marian Thacher) Date: Mon, 18 Jun 2007 09:34:43 -0700 Subject: [Technology 1083] Re: A new vision for online learning In-Reply-To: References: Message-ID: Thanks for this vision, David. I appreciate the insights from video games, because it's certainly true that many who find traditional basic skills learning challenging can be whizzes at video games and other online environments. One young man in a ASE class comes to mind who was struggling with finishing his high school diploma, but ran a role-playing game site with discussion boards and participation by 3,000 users per day. The idea of building a learning center in Second Life is exciting. I've been watching the developments there, and you're right, there's lots of investment in post-secondary education. There are ways in which this might be a really good fit for our learners. It would take a big investment of time and money (and thought!) to build it, but I think in a few years the interface will be a lot easier for the average person to use. How do we envision what might take place in such a learning center? Marian Thacher The Technology and Literacy Discussion List on Saturday, June 16, 2007 at 4:40 AM -0800 wrote: >Hello Nancy, Heidi, and others, > >I have previously mentioned on this discussion list the book by James >Gee, _What Video Games Have to Teach Us About Learning and >Literacy_. Gee invites us to look at what we can learn from the most >successful, and brilliantly designed, computer games about how to >create classroom learning experiences. I would like us to look at >what video games have to teach us about _online_ learning for adults. > >[Caution: this message contains vision.] > >1. When you begin to play a video game you know it will be >challenging, but it always begins at the easiest level and gradually, >level by level, gets more difficult. Is this always true of online >learning for adults? > >2. Video games (Gee points out) usually have no written instruction >manuals. You are expected to learn how they work from playing them. >They are designed that way. You _can_ learn how they work from >playing them. Can students learn how an online course works just from >taking it? > >3. In a video game you can take as little or as much time as you >need to go through any level. You can replay a level any time you >want -- to strengthen your skills for the difficult challenges that >you know lie ahead, or for fun. In an online course, even an >asynchronous one, you usually have to complete the assignment within >the week. > >4. In a video game you are rewarded each time you learn something, >and at the end of each level. > >Although Gee lists more principles I think you get the idea. Gee >learned these principles from studying video games. He describes them >in detail throughout the book and conveniently lists them in the >appendix. Examining typical classroom activities in light of these >learning design principles, you realize that many students are >disengaged with K-12 classes and drop out because the classes are so >poorly designed as learning environments, whereas video games engage >them. Most classes just cannot compete with video games, or many >other engaging life learning experiences. As Mark Twain put it, "My >whole life was an education, except of course for my years in school". > >Of course, this kind of thinking may lead us back to the drawing >board, to reconsider whether we should be offering online "classes" >at all. The answer to the National Institute of Literacy's question >about how much literacy is needed for online learning might be "only >very basic literacy skills" or even "no literacy skills are required" >to participate in online learning if reading and writing could be >learned entirely through playing an online video game. > >Some of you are chuckling at the very notion. Consider however Second >Life, the online environment where those with low-level reading >skills can even now learn how to do many things without reading. >Suppose users could have Second Life signs, notices, billboards, >letters, e-mail and other written documents -- or parts of these -- >read out loud if they wished, for example when they got stuck on a >word. Suppose they could attend completely asynchronous reading >improvement groups when and if they wanted to in an online learning >center, reading groups which took advantage of computerized >assessment features. In a large-scale, online reading group >environment, people could be assigned to a reading group with those >who had their interests, and same reading level. There could, of >course, be scheduled real-time discussions for those who wanted them. > >I learned recently that some people with physical disabilities (who >describe themselves as "differently abled") are active in Second >Life. Like everyone else there, they can choose who they want to be, >can pick or design their own avatar (a mobile, animated icon that is >"who you are" in Second Life) but also -- for the first time -- they >can walk, run, even fly. One physically disabled user said that this >mobility is liberating. Could Second Life be "liberating" for low- >literate adults? > >Where am I going with this vision? > >The National Institute for Literacy, and/or other public and private >funders should invest in creating an online environment -- perhaps >build a learning center island on Second Life -- where adults, >including young adults, -- can improve their reading, writing and >numeracy skills in an interactive, online environment. This would be >a bold step. There is nothing like this now -- although I understand >a new GED center has just opened on Second Life and there is a >massive center being built there for post-secondary education. > >Suppose participants learned to improve their reading, writing and >numeracy skills as they were doing other things, and that the >"scaffolding" was there to support literacy improvement. Perhaps the >U.S. and Canada could co-invest in a Second Life adult learning >environment where adults could go to pursue some compelling learning >goals, and could -- at the same time -- get the assists they needed >to improve their reading, writing and numeracy skills, not >necessarily through online classes, but as they learned construction >skills, learned to maintain a computer, improved their bowling >skills, learned to fully use the features of a new mobile phone, or >some other personal goal or objective. > >Such an environment, originally designed for English users or English >language learners, might be adapted for learning other languages as >well. It might become a world literacy learning environment. > >David J. Rosen >djrosen at comcast.net > > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070618/e342ffdf/attachment.html From nancy.friday at alphaplus.ca Mon Jun 18 09:38:12 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Mon, 18 Jun 2007 09:38:12 -0400 Subject: [Technology 1084] Re: A new vision for online learning Message-ID: <852572FE.004AE975.00@alphaplus.ca> Wow! David, what interesting questions and Second Life visioning. I have visited Second Life a few times, haven't bought any property and still haven't quite wrapped my head around it - what's there and who's there, etc. I did learn from a colleague here in Toronto that rabble.ca bought land in Second Life to create a space there for social justice events and issue promotion. Rabble blog posting March 19, 2007: Rabble's new home in Second Life: http://www.communitybandwidth.ca/phillipadsmith/rabbles-new-home-in-second-life I've posted your thoughts on a Drupal site we use here at AlphaPlus for staff and will see what other's here think. I guess my question is whether skills learned in a virtual environment like Second Life, for example improve your bowling skills however that would be done in Second Life, is transferable to real-life bowling where you are using your body and not just your tytping fingers and mouse. Definintely worth exploring. Thanks for getting my thoughts going in whole new areas first thing on a very hot and muggy Monday morning here in Toronto! Nancy Friday "David J. Rosen" on 06/16/2007 07:40:16 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1076] A new vision for online learning Hello Nancy, Heidi, and others, I have previously mentioned on this discussion list the book by James Gee, _What Video Games Have to Teach Us About Learning and Literacy_. Gee invites us to look at what we can learn from the most successful, and brilliantly designed, computer games about how to create classroom learning experiences. I would like us to look at what video games have to teach us about _online_ learning for adults. [Caution: this message contains vision.] 1. When you begin to play a video game you know it will be challenging, but it always begins at the easiest level and gradually, level by level, gets more difficult. Is this always true of online learning for adults? 2. Video games (Gee points out) usually have no written instruction manuals. You are expected to learn how they work from playing them. They are designed that way. You _can_ learn how they work from playing them. Can students learn how an online course works just from taking it? 3. In a video game you can take as little or as much time as you need to go through any level. You can replay a level any time you want -- to strengthen your skills for the difficult challenges that you know lie ahead, or for fun. In an online course, even an asynchronous one, you usually have to complete the assignment within the week. 4. In a video game you are rewarded each time you learn something, and at the end of each level. Although Gee lists more principles I think you get the idea. Gee learned these principles from studying video games. He describes them in detail throughout the book and conveniently lists them in the appendix. Examining typical classroom activities in light of these learning design principles, you realize that many students are disengaged with K-12 classes and drop out because the classes are so poorly designed as learning environments, whereas video games engage them. Most classes just cannot compete with video games, or many other engaging life learning experiences. As Mark Twain put it, "My whole life was an education, except of course for my years in school". Of course, this kind of thinking may lead us back to the drawing board, to reconsider whether we should be offering online "classes" at all. The answer to the National Institute of Literacy's question about how much literacy is needed for online learning might be "only very basic literacy skills" or even "no literacy skills are required" to participate in online learning if reading and writing could be learned entirely through playing an online video game. Some of you are chuckling at the very notion. Consider however Second Life, the online environment where those with low-level reading skills can even now learn how to do many things without reading. Suppose users could have Second Life signs, notices, billboards, letters, e-mail and other written documents -- or parts of these -- read out loud if they wished, for example when they got stuck on a word. Suppose they could attend completely asynchronous reading improvement groups when and if they wanted to in an online learning center, reading groups which took advantage of computerized assessment features. In a large-scale, online reading group environment, people could be assigned to a reading group with those who had their interests, and same reading level. There could, of course, be scheduled real-time discussions for those who wanted them. I learned recently that some people with physical disabilities (who describe themselves as "differently abled") are active in Second Life. Like everyone else there, they can choose who they want to be, can pick or design their own avatar (a mobile, animated icon that is "who you are" in Second Life) but also -- for the first time -- they can walk, run, even fly. One physically disabled user said that this mobility is liberating. Could Second Life be "liberating" for low- literate adults? Where am I going with this vision? The National Institute for Literacy, and/or other public and private funders should invest in creating an online environment -- perhaps build a learning center island on Second Life -- where adults, including young adults, -- can improve their reading, writing and numeracy skills in an interactive, online environment. This would be a bold step. There is nothing like this now -- although I understand a new GED center has just opened on Second Life and there is a massive center being built there for post-secondary education. Suppose participants learned to improve their reading, writing and numeracy skills as they were doing other things, and that the "scaffolding" was there to support literacy improvement. Perhaps the U.S. and Canada could co-invest in a Second Life adult learning environment where adults could go to pursue some compelling learning goals, and could -- at the same time -- get the assists they needed to improve their reading, writing and numeracy skills, not necessarily through online classes, but as they learned construction skills, learned to maintain a computer, improved their bowling skills, learned to fully use the features of a new mobile phone, or some other personal goal or objective. Such an environment, originally designed for English users or English language learners, might be adapted for learning other languages as well. It might become a world literacy learning environment. David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From HSilver-Pacuilla at air.org Mon Jun 18 13:12:09 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Mon, 18 Jun 2007 13:12:09 -0400 Subject: [Technology 1085] FW: A few informal case studies - reflecting on the role of the teacher Message-ID: Here is a bit of a side conversation that Tina and I have had that I think may be valuable to the list. We've been thinking about the role of technology in student achievement (she sent me some specific case stories) and also the role of the teacher/coach. Thought you all could share as well - Heidi ________________________________ From: Tina_Luffman at yc.edu [mailto:Tina_Luffman at yc.edu] Sent: Monday, June 18, 2007 9:39 AM To: Silver-Pacuilla, Heidi Subject: RE: A few informal case studies Hi Heidi, Actually I sent these case studies only to you. If you want them sent out to the list, that is fine with me. Concerning your latest question about the value of the teacher being open minded and curious as far as helping to get the student unstuck, yes, I think this is our primary role as teacher. We are supposed to be the professionals who know how to help the student overcome their situation. These situations have been the greatest challenges for me as a new teacher and have been the most rewarding parts of the teaching process. This comment does not mean that learning is entirely the teacher's responsibility, but that when the student comes to the end of himself/herself, helping them find a way through that barrier is what we are there for. I do realize that there are probably students out there who will never learn certain concepts, but I feel that admiting defeat is not an option for a teacher or a student. We must believe there is a way and continue to work until we find it. As long as the student is willing to keep working with me, I will continue to try new and different approaches to teach. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -----"Silver-Pacuilla, Heidi" wrote: ----- To: From: "Silver-Pacuilla, Heidi" Date: 06/16/2007 05:39PM Subject: RE: A few informal case studies Hi Tina - Thanks so much for these case studies, they are a real treasure. Thank you for taking the time to write all this down today and contribute to the list, too! I hope all your students are continuing or plan to continue their studies, they are part of those tried and true resilient group of learners who have so much to offer the world and to teach future teachers and classmates to whom learning comes easy. The role that you and your colleagues have played in encouraging them to stick with it and to be amazed with them on their learning journey is something that often gets overlooked and isn't in your write up. It has taken me a long time to come to own the responsibility of my involvement in others' learning, too. As a professional developer, I want to be able to say, Yes, they can learn! Just teach them this way or do that or try this method. But there is some magic between an open minded and curious teacher and a student who is otherwise stuck. It isn't something that the technology can provide, either. I'm struggling with this balance. What are your thoughts on this piece of the learning puzzle? Heidi ________________________________ From: Tina_Luffman at yc.edu [mailto:Tina_Luffman at yc.edu] Sent: Saturday, June 16, 2007 1:55 AM To: Silver-Pacuilla, Heidi Subject: A few informal case studies Hi Heidi, I just want to mention a few cases that I have noticed in my online GED class. We had one older student who seemingly could not retain math. She had passed everything else on the GED exam.We would teach her decimals, and then she would move on to fractions. By the time we got to percentages, she would forget decimals. She had been in our program for a few years. Then she decided to be one of our first students the online GED class with Project IDEAL/ADEAL in AZ. She started using MHC Online and seemed to really enjoy the software. Then she retook the math test. She still did not pass the test. Then I put her in Skills Tutor. In addition, one of her friends who did pass worked with her over the summer doing one-on-one tutoring. They would go to the Learning Center twice a week and do Skills Tutor side by side. This math-challenged woman finally passed her GED test. I had another older student who seemed doomed to failure. She had been in special education classes in school for language problems. She came to us needing to pass Math and Writing only. It took her 9 months to pass the Math test, but the writing continued to elude her. She could not hear articles (the, a, an) nor -ed or -ing endings, for example. The learning disability seemed phenomenal. She was also one of our first students to join the online class and studied in both MHC Online and Skills Tutor. Then she additionally wrote essays and emailed them to me faithfully for the last two months before testing. This student passed her GED Writing test late last summer. The technology is also helping our face-to-face students. Just last week I had a student who watched two GED Connections videos in the science area. He also did one of the workbook chapters that went along with it. He claims that the videos are what helped him do well on the Official Practice Test for Science. Even better, he claims that the videos got him interested in Physics. I am hoping that his recent hunger for learning will get him motivated to continue on and go to college. He has not taken the GED exam yet, but has moved up to ASEII (12th grade) on the TABE. He feels that the technology of the videos really are working for him. It is my conviction that technology does engage more parts of the brain than merely sittting in a classroom and working out of a workbook or listening to a teacher give a lecture. I believe in Multiple Intelligence Theory, and using technology engages the hands, eyes, brain, and ears if audio is available. I believe that is part of the "magic" that takes place when a student enters the world of a software program like Skills Tutor or MHC Online. Depending upon the student, some find that the videos put them to sleep, but indeed I have seen many others really engage. Thanks, Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070618/6aaf3e3f/attachment.html From mthacher at otan.us Mon Jun 18 13:13:42 2007 From: mthacher at otan.us (Marian Thacher) Date: Mon, 18 Jun 2007 10:13:42 -0700 Subject: [Technology 1086] Re: =?iso-8859-1?q?A_new_vision_for_online_learning_-_a_plug_for_?= =?iso-8859-1?q?=09UDL?= In-Reply-To: References: Message-ID: The Technology and Literacy Discussion List on Saturday, June 16, 2007 at 5:32 PM -0800 wrote: >And what about an island where you could just stop by and practice >English using Voice Over Internet? Hi Heidi, There are ESOL classes at English Village in Second Life, (203,173,506). I think they have lessons every Friday, and other activities, but I haven't had a chance to participate. Has anyone else? Here's what it looks like. You can see they have a facebook page, blog, calendar, etc. [Image:EnglishVillage.jpg] That's me in the middle, Snakewings Pinion. Haha! Marian -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070618/f8b01479/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: EnglishVillage.jpg Type: image/jpeg Size: 69572 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070618/f8b01479/attachment.jpg From tasham at literacy-source.org Mon Jun 18 15:11:41 2007 From: tasham at literacy-source.org (Tasha Marsden) Date: Mon, 18 Jun 2007 12:11:41 -0700 Subject: [Technology 1087] Literacy*AmeriCorps Technology staff position OPEN Message-ID: <0629A954E3BA724496F91844CE815A3B39A16F@pandora.literacysource.org> Good Day All. We at Literacy Source are looking to get the word out about a great new position at our community learning center in Fremont, Seattle. We are currently recruiting for a Washington Service Corps member to coordinate the Technology program, plan workshops, and lead classes for adult learners who need to create standard resumes, cover letters, and employment history forms. For more information about the computer tutoring program, please see http://www.literacy-source.org/computer.htm. The position description for the "Key Connections Coordinator" is attached and can also be seen at http://www.literacy-source.org/employment.htm. Please note that there is an age requirement that the applicant be between the age of 18 and 25. Please direct any questions about this position to Briana at brianao at literacy-source.org or Tasha at tasham at literacy-source.org. Thank you, Tasha Marsden Instructional Program Coordinator Literacy Source, Basic Skills and Technology Phone: 206.782.2050 www.literacy-source.org www.literacysource.wordpress.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070618/a3147568/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Key Connections Coordinator.pdf Type: application/octet-stream Size: 364230 bytes Desc: Key Connections Coordinator.pdf Url : http://www.nifl.gov/pipermail/technology/attachments/20070618/a3147568/attachment.obj -------------- next part -------------- A non-text attachment was scrubbed... Name: Key Connections Coordinator.doc Type: application/msword Size: 474112 bytes Desc: Key Connections Coordinator.doc Url : http://www.nifl.gov/pipermail/technology/attachments/20070618/a3147568/attachment.doc From gspangenberg at caalusa.org Mon Jun 18 15:24:46 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Mon, 18 Jun 2007 15:24:46 -0400 Subject: [Technology 1088] NEW from National Commission on Adult Literacy Message-ID: NEWS RELEASE - June 18, 2007, NYC -- The National Commission on Adult Literacy is today releasing FORCES CHANGING OUR NATION'S FUTURE, another of the presentations given at its second meeting on April 17, 2007. This document, 44 pages long, was prepared by labor economist Andrew Sum of Northeastern University, a member of the National Commission. Dr. Sum is Professor and Director, Center for Labor Market Studies at Northeastern University. The resource is based on research findings from THE PERFECT STORM (Educational Testing Service, March 2007) which Dr. Sum co-authored along with Irwin Kirsch and other ETS researchers. It also draws on a number of other studies. The publication includes an Author's Introduction and Executive Summary and 30 graphs and tables. It examines the comparative performance of U.S. adults and youth on international literacy assessments, the importance of literacy/numeracy proficiencies for labor market success, and the projected outlook for literacy proficiencies of US. adults. The document is available in PDF form from the website of the Council for Advancement of Adult Literacy (CAAL manages the Commission project). It may also be purchased directly from CAAL in bound form ($25 plus postage, contact bheitner at caalusa.org for ordering instructions). ? The following publications from the Commission are also available from the CAAL web site, www.caalusa.org. DARE TO DREAM: A Collection of Papers from a Resource Group of 102 Education and Literacy Professionals; MOUNTING PRESSURES Facing the U.S. Workforce and the Increasing Need for Adult Education and Literacy (prepared by executives of the National Center for Higher Education Management Systems); Four Lay-of-the-Land Papers on The Federal Role in Adult Literacy (Lennox L. McLendon, Garrett Murphy, James Parker). Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2363, F: 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070618/71eefa3c/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: forceschangingfuture.pdf Type: application/pdf Size: 1029574 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070618/71eefa3c/attachment.pdf -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070618/71eefa3c/attachment-0001.html From rasebastian at vcu.edu Wed Jun 20 12:11:33 2007 From: rasebastian at vcu.edu (Richard A Sebastian/FS/VCU) Date: Wed, 20 Jun 2007 12:11:33 -0400 Subject: [Technology 1089] Re: A new vision for online learning In-Reply-To: Message-ID: David: I was excited to see your post on the educational potential of video games and Second Life in adult education. I have been interested in the educational aspects of video games, alternate reality games, and virtual worlds as an Instructional Technology student at the University of Virginia and in my work at the Virginia Adult Learning Resource Center in Richmond, VA. I also am a big fan of James Gee. First, I want to say at the outset that I see Second Life and video games as two very different things. While SL can be as immersive as a video game, it is fairly open-ended and user-controlled. A video game on the other hand is usually a closed, structured environment and, if it is any good, involves players in some kind of problem or mission. That said, I heartily agree with you that both video games and virtual worlds like SL have much to offer adult learners, and I think the field of adult education is a good place to explore their use as educational technologies. The possibilities are endless. I have imagined a spy-type video game for low literacy adults who have to "go undercover" by adopting a specific work/professional role to catch "bad guys" who have infiltrated a company or government organization. Players have to learn appropriate work skills--to blend in--as well as practice "decoding" word clues to uncover who the gad guys are and win the game. Or in SL, manipulating floating letters into words, and words into sentences. When the words/sentences come together correctly, you hear them read. There is so much exciting stuff you can do. While these are exciting possibilities, there are also significant barriers to overcome. SL requires a high-end computer graphics card and pretty sophisticated computer skills, and designing an educationally specific video game can be an expensive affair. Still, I think these barriers will be less and less of a problem in the future. And, as younger non-completers enter the adult education classroom, they are going to be more responsive to and comfortable with using these technologies to learn. We are very interested in using SL at the VALRC, and are looking into developing a presence there to serve both adult learners and adult ed professionals. Of course, we don't want to duplicate the efforts of others, so we would be very interested in talking to or working with other interested parties to make this happen. Richard Sebastian Instructional Technology Specialist eLEARN Virginia http://www.elearnva.com (877) 376-9433 toll free (804) 828-7537 technology-request at nifl.gov Sent by: technology-bounces at nifl.gov 06/16/07 12:00 PM Please respond to technology at nifl.gov To technology at nifl.gov cc Subject Technology Digest, Vol 21, Issue 14 ------------------------------ Message: 2 Date: Sat, 16 Jun 2007 07:40:16 -0400 From: "David J. Rosen" Subject: [Technology 1076] A new vision for online learning To: The Technology and Literacy Discussion List Message-ID: Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed Hello Nancy, Heidi, and others, I have previously mentioned on this discussion list the book by James Gee, _What Video Games Have to Teach Us About Learning and Literacy_. Gee invites us to look at what we can learn from the most successful, and brilliantly designed, computer games about how to create classroom learning experiences. I would like us to look at what video games have to teach us about _online_ learning for adults. [Caution: this message contains vision.] 1. When you begin to play a video game you know it will be challenging, but it always begins at the easiest level and gradually, level by level, gets more difficult. Is this always true of online learning for adults? 2. Video games (Gee points out) usually have no written instruction manuals. You are expected to learn how they work from playing them. They are designed that way. You _can_ learn how they work from playing them. Can students learn how an online course works just from taking it? 3. In a video game you can take as little or as much time as you need to go through any level. You can replay a level any time you want -- to strengthen your skills for the difficult challenges that you know lie ahead, or for fun. In an online course, even an asynchronous one, you usually have to complete the assignment within the week. 4. In a video game you are rewarded each time you learn something, and at the end of each level. Although Gee lists more principles I think you get the idea. Gee learned these principles from studying video games. He describes them in detail throughout the book and conveniently lists them in the appendix. Examining typical classroom activities in light of these learning design principles, you realize that many students are disengaged with K-12 classes and drop out because the classes are so poorly designed as learning environments, whereas video games engage them. Most classes just cannot compete with video games, or many other engaging life learning experiences. As Mark Twain put it, "My whole life was an education, except of course for my years in school". Of course, this kind of thinking may lead us back to the drawing board, to reconsider whether we should be offering online "classes" at all. The answer to the National Institute of Literacy's question about how much literacy is needed for online learning might be "only very basic literacy skills" or even "no literacy skills are required" to participate in online learning if reading and writing could be learned entirely through playing an online video game. Some of you are chuckling at the very notion. Consider however Second Life, the online environment where those with low-level reading skills can even now learn how to do many things without reading. Suppose users could have Second Life signs, notices, billboards, letters, e-mail and other written documents -- or parts of these -- read out loud if they wished, for example when they got stuck on a word. Suppose they could attend completely asynchronous reading improvement groups when and if they wanted to in an online learning center, reading groups which took advantage of computerized assessment features. In a large-scale, online reading group environment, people could be assigned to a reading group with those who had their interests, and same reading level. There could, of course, be scheduled real-time discussions for those who wanted them. I learned recently that some people with physical disabilities (who describe themselves as "differently abled") are active in Second Life. Like everyone else there, they can choose who they want to be, can pick or design their own avatar (a mobile, animated icon that is "who you are" in Second Life) but also -- for the first time -- they can walk, run, even fly. One physically disabled user said that this mobility is liberating. Could Second Life be "liberating" for low- literate adults? Where am I going with this vision? The National Institute for Literacy, and/or other public and private funders should invest in creating an online environment -- perhaps build a learning center island on Second Life -- where adults, including young adults, -- can improve their reading, writing and numeracy skills in an interactive, online environment. This would be a bold step. There is nothing like this now -- although I understand a new GED center has just opened on Second Life and there is a massive center being built there for post-secondary education. Suppose participants learned to improve their reading, writing and numeracy skills as they were doing other things, and that the "scaffolding" was there to support literacy improvement. Perhaps the U.S. and Canada could co-invest in a Second Life adult learning environment where adults could go to pursue some compelling learning goals, and could -- at the same time -- get the assists they needed to improve their reading, writing and numeracy skills, not necessarily through online classes, but as they learned construction skills, learned to maintain a computer, improved their bowling skills, learned to fully use the features of a new mobile phone, or some other personal goal or objective. Such an environment, originally designed for English users or English language learners, might be adapted for learning other languages as well. It might become a world literacy learning environment. David J. Rosen djrosen at comcast.net ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 21, Issue 14 ****************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070620/7088da5b/attachment.html From Barry.Burkett at Franklin.kyschools.us Tue Jun 19 16:48:16 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Tue, 19 Jun 2007 16:48:16 -0400 Subject: [Technology 1090] Last week Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC03D39117@ED181X1.franklin.ketsds.net> Heidi, In your first post last week you mentioned that you had been doing research on distance learning. I know you said you did not have a bibliography ready yet, but would it be possible to get some of the Authors, Journals, Books or online resources you have been reading. The list does not have to be comprehensive, but a starting point would be nice. Thanks for your time last week. I enjoyed reading the thread immensely. FYI, for the past 5 weeks I have been working with low level literacy students using a class that was 1/2 computer based and 1/2 person to person. I started out with five students, one wanted one on one tutoring, and the other 2 stopped attending, but the two that did remain made decent gains according to the Nelson-Denny reading test. Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 "Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination" - Albert Einstein "While adult education should be viewed as a right, not as a stigmatized second-chance program for those who have failed or dropped from out school stystems, at the present time lifelong learning is only being given lip service" (Askov, 2000, p. 259) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070619/056e5200/attachment.html From lpetty at twmi.rr.com Wed Jun 20 13:48:36 2007 From: lpetty at twmi.rr.com (Leslie Petty) Date: Wed, 20 Jun 2007 13:48:36 -0400 Subject: [Technology 1091] Re: Last week In-Reply-To: <5B5DF9F227918548AD5FF668A2E84EBC03D39117@ED181X1.franklin.ketsds.net> References: <5B5DF9F227918548AD5FF668A2E84EBC03D39117@ED181X1.franklin.ketsds.net> Message-ID: <46796874.1090606@twmi.rr.com> Barry, I have been out of the office for several days and just jumping into the posts. Here are a couple of resources that might be useful starting points: * Project IDEAL has a /Handbook of Distance Learning /as well other resources available for download on our website (projectideal.org). The handbook is designed to help agencies think about issues involved in establishing distance education programs, including recruiting and orientating students, teaching and assessment. * Adulted Online has a free online self-assessment to help teachers determine what skills they need to to develop to be effective distance teachers (adultedonline.org). But it's not just a checklist. There are short video-clips of a master distance teacher discussing the ways in which distance and classroom teaching differing and offering teaching strategies. The assessment provides feedback on areas of strength and weakness and suggests resources for those seeking to develop their skills. As I clear off my desk a bit more I will try and pull together some additional resources. Good luck with your efforts! Leslie Petty Associate Director Project IDEAL The University of Michigan, Institute for Social Research Burkett, Barry wrote: > > Heidi, > > In your first post last week you mentioned that you had been doing > research on distance learning. I know you said you did not have a > bibliography ready yet, but would it be possible to get some of the > Authors, Journals, Books or online resources you have been reading. > The list does not have to be comprehensive, but a starting point would > be nice. > > Thanks for your time last week. I enjoyed reading the thread immensely. > > FYI, for the past 5 weeks I have been working with low level literacy > students using a class that was 1/2 computer based and 1/2 person to > person. I started out with five students, one wanted one on one > tutoring, and the other 2 stopped attending, but the two that did > remain made decent gains according to the Nelson-Denny reading test. > > Barry Burkett, Adult Educator > Thorn Hill Learning Center > Frankfort, KY > 502.223.3110 > > "Computers are incredibly fast, accurate and stupid; humans are > incredibly slow, inaccurate and brilliant; together they are powerful > beyond imagination" - Albert Einstein > > /"While adult education should be viewed as a right, not as a > stigmatized second-chance program for those who have failed or dropped > from out school stystems, at the present time lifelong learning is > only being given lip service" (Askov, 2000, p. 259)/ > > ------------------------------------------------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > Email delivered to lpetty at twmi.rr.com > ------------------------------------------------------------------------ > > No virus found in this incoming message. > Checked by AVG Free Edition. > Version: 7.5.472 / Virus Database: 269.9.1/854 - Release Date: 6/19/2007 1:12 PM > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070620/fa3c8162/attachment.html From steve_quann at worlded.org Wed Jun 20 13:54:06 2007 From: steve_quann at worlded.org (Steve Quann) Date: Wed, 20 Jun 2007 13:54:06 -0400 Subject: [Technology 1092] Your advice Message-ID: <46793180020000F800007BB3@bostongwia.jsi.com> Hi all, I might have missed mention of such recently but Heide's work reminded me that I have wanted to update my knowledge about new sites/tutorials out there that would enable adult students to learn basic computing, word processing, email, internet etc. online. (I am particulary interested in sites that help folks *become comfortable * using the Internet and Word. I know there have been suggestions in the past. Which do you now think are the best out there? Has anyone tried LearningLine, and if so what do you think? If you haven't I'd still be curious on your take. Note: pop up blockers need to be off. http://www.rmpbs.org/resources/files/education/learningline/introduction/introduction01.htm I'd also be interested to know of anyone's experience with the online Microsoft digital literacy project for basic computing and whether you think it is applicable to those in or getting ready to transition to community college. Thank you very much! Steve Quann World Education From mc2592 at nyu.edu Wed Jun 20 16:54:16 2007 From: mc2592 at nyu.edu (Matthew Chmiel) Date: Wed, 20 Jun 2007 16:54:16 -0400 Subject: [Technology 1093] Telephone-Based C.A.L.L. Language Website Message-ID: Hi My name is Matthew Chmiel. This is my first posting to this list-serve so I will be brief. I just completed a social-network between students and tutors that facilitates second language acquisition. It is a compliment for any language learning method (Rosetta Stone, Classroom, etc), and offers students recordable practice conversations over the telephone. This whole set-up supports any language on the planet. Each language is divided into 10 scenes; currently there can be up to 5 versions of any scene. A maxed-out language can give students 50 different conversations to practice with. A scene is a series of questions in the target language - in between each question is a pause long enough for a student to respond. The audio files that make up scenes are provided by tutors - who join the site when invited by students. A tutor can be anyone fluent in the language. All of the audio interactions - recording scenes, and student conversations - occurs over the telephone, making the conversation simulations feel more realistic. The website is called the Language Dialer. Please visit the site: http://www.languagedialer.com and tell me what you think. There are other features designed into this network. If you are interested in more details, please feel free to email me. Thanks, Matthew Chmiel New York University Tisch School of the Arts - Interactive Telecommunications Program (ITP) (The LD is my graduate thesis from ITP) From LaFerlazzo at aol.com Wed Jun 20 14:04:40 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Wed, 20 Jun 2007 14:04:40 EDT Subject: [Technology 1094] Re: Your advice Message-ID: In a message dated 6/20/2007 10:00:14 A.M. Pacific Standard Time, steve_quann at worlded.org writes: http://www.rmpbs.org/resources/files/education/learningline/introduction/intro duction01.htm ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070620/7009a20e/attachment.html From LaFerlazzo at aol.com Wed Jun 20 14:08:45 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Wed, 20 Jun 2007 14:08:45 EDT Subject: [Technology 1095] Re: Your advice Message-ID: The two links below will take you to about fifty or so sites that my high school English Language Learners use to become more familiar and comfortable with the computer: _http://www.bayworld.net/ferlazzo/englishthemes.html#computer_ (http://www.bayworld.net/ferlazzo/englishthemes.html#computer) _http://www.bayworld.net/ferlazzo/englishint.html#typing_ (http://www.bayworld.net/ferlazzo/englishint.html#typing) Larry Ferlazzo Sacramento, CA _http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) _http://www.bayworld.net/ferlazzo/english.html_ (http://www.bayworld.net/ferlazzo/english.html) ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070620/d5f1f3e8/attachment.html From HSilver-Pacuilla at air.org Wed Jun 20 14:19:18 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Wed, 20 Jun 2007 14:19:18 -0400 Subject: [Technology 1096] Re: Last week - references and resources In-Reply-To: <46796874.1090606@twmi.rr.com> Message-ID: Hello all - I promise to post my full bibliography when the paper is approved, but in the meantime, here are some excellent starting points: The AlphaRoute site from Canada, all of their reports were very helpful (www.alpharoute.com ) - Nancy Friday represented their work in several posts last week OTAN's website has a great collection of articles, resources, and links related to technology in adult teaching and learning , http://www.otan.us/index.cfm?fuseaction=home Thank you Leslie, for posting the Project IDEAL site Expanding Access to Adult Literacy with Online Distance Education by Askov, Johnston, and Petty, a NCSALL publication has a wealth of references, available at http://www.ncsall.net/index.php?id=15 The CA Distance Learning Project has good recent publications, resources, and links at http://www.cdlponline.org/index.cfm?fuseaction=whatis&pg=5 Thank you for sharing, everyone! Heidi ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Leslie Petty Sent: Wednesday, June 20, 2007 1:49 PM To: The Technology and Literacy Discussion List Subject: [Technology 1091] Re: Last week Barry, I have been out of the office for several days and just jumping into the posts. Here are a couple of resources that might be useful starting points: * Project IDEAL has a Handbook of Distance Learning as well other resources available for download on our website (projectideal.org). The handbook is designed to help agencies think about issues involved in establishing distance education programs, including recruiting and orientating students, teaching and assessment. * Adulted Online has a free online self-assessment to help teachers determine what skills they need to to develop to be effective distance teachers (adultedonline.org). But it's not just a checklist. There are short video-clips of a master distance teacher discussing the ways in which distance and classroom teaching differing and offering teaching strategies. The assessment provides feedback on areas of strength and weakness and suggests resources for those seeking to develop their skills. As I clear off my desk a bit more I will try and pull together some additional resources. Good luck with your efforts! Leslie Petty Associate Director Project IDEAL The University of Michigan, Institute for Social Research Burkett, Barry wrote: Heidi, In your first post last week you mentioned that you had been doing research on distance learning. I know you said you did not have a bibliography ready yet, but would it be possible to get some of the Authors, Journals, Books or online resources you have been reading. The list does not have to be comprehensive, but a starting point would be nice. Thanks for your time last week. I enjoyed reading the thread immensely. FYI, for the past 5 weeks I have been working with low level literacy students using a class that was 1/2 computer based and 1/2 person to person. I started out with five students, one wanted one on one tutoring, and the other 2 stopped attending, but the two that did remain made decent gains according to the Nelson-Denny reading test. Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 "Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination" - Albert Einstein "While adult education should be viewed as a right, not as a stigmatized second-chance program for those who have failed or dropped from out school stystems, at the present time lifelong learning is only being given lip service" (Askov, 2000, p. 259) ________________________________ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com ________________________________ No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.472 / Virus Database: 269.9.1/854 - Release Date: 6/19/2007 1:12 PM -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070620/ce71966e/attachment.html From steve_quann at worlded.org Wed Jun 20 23:08:09 2007 From: steve_quann at worlded.org (Steve Quann) Date: Wed, 20 Jun 2007 23:08:09 -0400 Subject: [Technology 1097] Re: Your advice Message-ID: <4679B359020000F800007C39@bostongwia.jsi.com> Great list! I had forgotten about Computer Tutor. That's one of my favorites, but it is too bad it doesn't cover word processing. Do you have a favorite on your list? Thanks! Steve >>> 06/20/07 2:08 PM >>> The two links below will take you to about fifty or so sites that my high school English Language Learners use to become more familiar and comfortable with the computer: _http://www.bayworld.net/ferlazzo/englishthemes.html#computer_ (http://www.bayworld.net/ferlazzo/englishthemes.html#computer) _http://www.bayworld.net/ferlazzo/englishint.html#typing_ (http://www.bayworld.net/ferlazzo/englishint.html#typing) Larry Ferlazzo Sacramento, CA _http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) _http://www.bayworld.net/ferlazzo/english.html_ (http://www.bayworld.net/ferlazzo/english.html) ************************************** See what's free at http://www.aol.com. From LaFerlazzo at aol.com Thu Jun 21 09:44:14 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Thu, 21 Jun 2007 09:44:14 EDT Subject: [Technology 1098] Re: Your advice Message-ID: My favorite one for English Language Learners is, by far, Dance Mat Typing (_http://www.bbc.co.uk/schools/typing/_ (http://www.bbc.co.uk/schools/typing/) ). It has audio support. Larry ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070621/4c8e1f99/attachment.html From nancy.friday at alphaplus.ca Thu Jun 21 09:39:40 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Thu, 21 Jun 2007 09:39:40 -0400 Subject: [Technology 1099] Re: Last week - references and resources - correction Message-ID: <85257301.004B0B76.00@alphaplus.ca> Hi Heidi, Thanks so much form including AlphaRoute and our research in this list. Just a correction - for an easier access to the AlphaRoute Trial site and the reports, I would bookmark this URL: www.resources.alpharoute.org Nancy "Silver-Pacuilla, Heidi" on 06/20/2007 02:19:18 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1096] Re: Last week - references and resources Hello all - I promise to post my full bibliography when the paper is approved, but in the meantime, here are some excellent starting points: The AlphaRoute site from Canada, all of their reports were very helpful (www.alpharoute.com ) - Nancy Friday represented their work in several posts last week OTAN's website has a great collection of articles, resources, and links related to technology in adult teaching and learning , http://www.otan.us/index.cfm?fuseaction=home Thank you Leslie, for posting the Project IDEAL site Expanding Access to Adult Literacy with Online Distance Education by Askov, Johnston, and Petty, a NCSALL publication has a wealth of references, available at http://www.ncsall.net/index.php?id=15 The CA Distance Learning Project has good recent publications, resources, and links at http://www.cdlponline.org/index.cfm?fuseaction=whatis&pg=5 Thank you for sharing, everyone! Heidi ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Leslie Petty Sent: Wednesday, June 20, 2007 1:49 PM To: The Technology and Literacy Discussion List Subject: [Technology 1091] Re: Last week Barry, I have been out of the office for several days and just jumping into the posts. Here are a couple of resources that might be useful starting points: * Project IDEAL has a Handbook of Distance Learning as well other resources available for download on our website (projectideal.org). The handbook is designed to help agencies think about issues involved in establishing distance education programs, including recruiting and orientating students, teaching and assessment. * Adulted Online has a free online self-assessment to help teachers determine what skills they need to to develop to be effective distance teachers (adultedonline.org). But it's not just a checklist. There are short video-clips of a master distance teacher discussing the ways in which distance and classroom teaching differing and offering teaching strategies. The assessment provides feedback on areas of strength and weakness and suggests resources for those seeking to develop their skills. As I clear off my desk a bit more I will try and pull together some additional resources. Good luck with your efforts! Leslie Petty Associate Director Project IDEAL The University of Michigan, Institute for Social Research Burkett, Barry wrote: Heidi, In your first post last week you mentioned that you had been doing research on distance learning. I know you said you did not have a bibliography ready yet, but would it be possible to get some of the Authors, Journals, Books or online resources you have been reading. The list does not have to be comprehensive, but a starting point would be nice. Thanks for your time last week. I enjoyed reading the thread immensely. FYI, for the past 5 weeks I have been working with low level literacy students using a class that was 1/2 computer based and 1/2 person to person. I started out with five students, one wanted one on one tutoring, and the other 2 stopped attending, but the two that did remain made decent gains according to the Nelson-Denny reading test. Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 "Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination" - Albert Einstein "While adult education should be viewed as a right, not as a stigmatized second-chance program for those who have failed or dropped from out school stystems, at the present time lifelong learning is only being given lip service" (Askov, 2000, p. 259) ________________________________ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com ________________________________ No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.472 / Virus Database: 269.9.1/854 - Release Date: 6/19/2007 1:12 PM -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070621/367ae1e1/attachment.htm -------------- next part -------------- ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From nancy.friday at alphaplus.ca Thu Jun 21 10:07:15 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Thu, 21 Jun 2007 10:07:15 -0400 Subject: [Technology 1100] A fabulous First Nations web site Message-ID: <85257301.004D9200.00@alphaplus.ca> Today is National Aboriginal Day in Canada, always celebrated nation-wide on June 21st. In tune with this day you may want to check out The Four Directions Teachings web site, which was launched in the Fall of 2006. The site presents interactive teachings of elders from five First Nations. Be sure to have your speakers on. www.fourdirectionsteachings.com Here's a description from the site: Four Directions Teachings celebrates Indigenous oral traditions by honoring the process of listening with intent as each elder or traditional teacher shares a teaching from their perspective on the richness and value of cultural traditions from their nation. In honor of the timelessness of Indigenous oral traditions, audio narration is provided throughout the site, complimented by beautifully animated visuals. In addition, the site provides free curriculum packages for grades 1 to 12 to further explore the vast richness of knowledge and cultural philosophy that is introduced within each teaching. The curriculum is provided in downloadable PDF and can also be read online through the Teacher's Resources link. The elders and traditional teachers who have shared a teaching on this site were approached through a National Advisory Committee of Indigenous people concerned with the protection and promotion of Indigenous knowledge. This committee was formed directly for the purposes of this website to ensure a community based approach that was respectful and accountable. Nancy =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From skillipedia at yahoo.co.uk Thu Jun 21 14:47:44 2007 From: skillipedia at yahoo.co.uk (skillipedia.com Haji) Date: Thu, 21 Jun 2007 19:47:44 +0100 (BST) Subject: [Technology 1101] Re: Your advice In-Reply-To: Message-ID: <376910.72113.qm@web28015.mail.ukl.yahoo.com> A better flash program can be downloaded from http://www.sense-lang.org/typing/ - the best I've seen. You can install it or use it online. Viz LaFerlazzo at aol.com wrote: My favorite one for English Language Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/schools/typing/). It has audio support. Larry --------------------------------- See what's free at AOL.com. ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to skillipedia at yahoo.co.uk Skillipedia:more than recruitment --------------------------------- New Yahoo! Mail is the ultimate force in competitive emailing. Find out more at the Yahoo! Mail Championships. Plus: play games and win prizes. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070621/cc3ad048/attachment.html From mfbir at yahoo.com Thu Jun 21 19:13:38 2007 From: mfbir at yahoo.com (Michelle Brown) Date: Thu, 21 Jun 2007 16:13:38 -0700 (PDT) Subject: [Technology 1102] Re: Your advice In-Reply-To: <376910.72113.qm@web28015.mail.ukl.yahoo.com> Message-ID: <612927.39854.qm@web36301.mail.mud.yahoo.com> I have used the "sense-lang" typing program with my learners (in a multi-level class) and they loved it! I highly recommend it. --Michelle Brown "skillipedia.com Haji" wrote: A better flash program can be downloaded from http://www.sense-lang.org/typing/ - the best I've seen. You can install it or use it online. Viz LaFerlazzo at aol.com wrote: My favorite one for English Language Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/schools/typing/). It has audio support. Larry --------------------------------- See what's free at AOL.com. ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to skillipedia at yahoo.co.uk Skillipedia:more than recruitment --------------------------------- New Yahoo! Mail is the ultimate force in competitive emailing. Find out more at the Yahoo! Mail Championships. Plus: play games and win prizes.---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mfbir at yahoo.com Michelle Faith Brown Michelle Faith Brown mfbir at yahoo.com Read/Write/Now 204 Boston Road Springfield, MA 01109 413.263.6839 --------------------------------- Need a vacation? Get great deals to amazing places on Yahoo! Travel. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070621/72d23e47/attachment.html From steve_quann at worlded.org Thu Jun 21 23:10:48 2007 From: steve_quann at worlded.org (Steve Quann) Date: Thu, 21 Jun 2007 23:10:48 -0400 Subject: [Technology 1103] Re: Your advice In-Reply-To: <612927.39854.qm@web36301.mail.mud.yahoo.com> References: <376910.72113.qm@web28015.mail.ukl.yahoo.com> <612927.39854.qm@web36301.mail.mud.yahoo.com> Message-ID: <467B0576.BC3D.00F8.0@worlded.org> I now feel like I have a number of good sites for keyboarding and basic computer use. Thanks all. If anyone has recent tutorials for word processing, email and Internet use let me know. Best, Steve Quann World Education 44 Farnsworth Street Boston, MA 617.482.9485 >>> Michelle Brown 6/21/2007 7:13 PM >>> I have used the "sense-lang" typing program with my learners (in a multi-level class) and they loved it! I highly recommend it. --Michelle Brown "skillipedia.com Haji" wrote: A better flash program can be downloaded from http://www.sense-lang.org/typing/ - the best I've seen. You can install it or use it online. Viz LaFerlazzo at aol.com wrote: My favorite one for English Language Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/schools/typing/). It has audio support. Larry --------------------------------- See what's free at AOL.com. ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to skillipedia at yahoo.co.uk Skillipedia:more than recruitment --------------------------------- New Yahoo! Mail is the ultimate force in competitive emailing. Find out more at the Yahoo! Mail Championships. Plus: play games and win prizes.---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mfbir at yahoo.com Michelle Faith Brown Michelle Faith Brown mfbir at yahoo.com Read/Write/Now 204 Boston Road Springfield, MA 01109 413.263.6839 --------------------------------- Need a vacation? Get great deals to amazing places on Yahoo! Travel. From tbr202 at nyu.edu Fri Jun 22 10:42:01 2007 From: tbr202 at nyu.edu (Tommy B. McDonell) Date: Fri, 22 Jun 2007 10:42:01 -0400 Subject: [Technology 1104] Re: Your advice In-Reply-To: <467B0576.BC3D.00F8.0@worlded.org> References: <376910.72113.qm@web28015.mail.ukl.yahoo.com> <612927.39854.qm@web36301.mail.mud.yahoo.com> <467B0576.BC3D.00F8.0@worlded.org> Message-ID: <7CDB7EA2-C382-447F-BF66-3230A9615547@nyu.edu> Hi, Steve. Click-on at the Library is part of the NYC Public Library. They put out a huge book a few years ago that had email and the Internet. But I also created a lot of lessons for my students, so if you tell me specifically what you want, I will look for these files. I will also look online. Tommy Tommy B. McDonell, Ph.D. Adjunct Assistant Professor Multilingual Multicultural Studies Steinhardt School of Education New York University 239 Greene Street, 6th Floor New York, NY 10003 Home: 212-929-6768 Work: 212-242-6800 x 152 Cell: 917-514-1354 Email: tbr202 at nyu.edu On Jun 21, 2007, at 11:10 PM, Steve Quann wrote: > I now feel like I have a number of good sites for keyboarding and > basic computer use. Thanks all. If anyone has recent tutorials for > word processing, email and Internet use let me know. > Best, > > > Steve Quann > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > >>>> Michelle Brown 6/21/2007 7:13 PM >>> > I have used the "sense-lang" typing program with my learners (in a > multi-level class) and they loved it! I highly recommend it. > --Michelle Brown > > "skillipedia.com Haji" wrote: A better > flash program can be downloaded from http://www.sense-lang.org/ > typing/ - the best I've seen. You can install it or use it online. > > Viz > > LaFerlazzo at aol.com wrote: My favorite one for English Language > Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ > schools/typing/). It has audio support. > > Larry > > > > > --------------------------------- > See what's free at AOL.com. > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to skillipedia at yahoo.co.uk > > > > > Skillipedia:more than recruitment > > > --------------------------------- > New Yahoo! Mail is the ultimate force in competitive emailing. > Find out more at the Yahoo! Mail Championships. Plus: play games > and win prizes.---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mfbir at yahoo.com > > > Michelle Faith Brown > > Michelle Faith Brown > mfbir at yahoo.com > > Read/Write/Now > 204 Boston Road > Springfield, MA 01109 > 413.263.6839 > > > --------------------------------- > Need a vacation? Get great deals to amazing places on Yahoo! Travel. > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to tommy.mcdonell at nyu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070622/c8b903d5/attachment.html From djrosen at comcast.net Sat Jun 23 07:17:52 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 23 Jun 2007 07:17:52 -0400 Subject: [Technology 1105] Reminder: Community Literacy Discussion Begins Monday, June 25th Message-ID: <658AAD10-9E01-4835-8D77-5EE41BC78B89@comcast.net> Colleagues, The Community Literacy discussion begins Monday on the National Institute for Literacy's Special Topics List. For more information about the discussion go to: http://www.nifl.gov/pipermail/specialtopics/2007/000338.html or (the short URL): http://tinyurl.com/23nvye To subscribe (free) go to: http://www.nifl.gov/mailman/listinfo/specialtopics David J. Rosen Special Topcs Discussion Moderator djrosen at comcast.net From djrosen at comcast.net Sat Jun 23 08:07:22 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 23 Jun 2007 08:07:22 -0400 Subject: [Technology 1106] Re: Your advice In-Reply-To: <467B0576.BC3D.00F8.0@worlded.org> References: <376910.72113.qm@web28015.mail.ukl.yahoo.com> <612927.39854.qm@web36301.mail.mud.yahoo.com> <467B0576.BC3D.00F8.0@worlded.org> Message-ID: Hi Steve, Could you send me your list? I want to add some of the keyboard programs to the Literacy List. Thanks, David On Jun 21, 2007, at 11:10 PM, Steve Quann wrote: > I now feel like I have a number of good sites for keyboarding and > basic computer use. Thanks all. If anyone has recent tutorials for > word processing, email and Internet use let me know. > Best, > > > Steve Quann > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > >>>> Michelle Brown 6/21/2007 7:13 PM >>> > I have used the "sense-lang" typing program with my learners (in a > multi-level class) and they loved it! I highly recommend it. > --Michelle Brown > > "skillipedia.com Haji" wrote: A better > flash program can be downloaded from http://www.sense-lang.org/ > typing/ - the best I've seen. You can install it or use it online. > > Viz > > LaFerlazzo at aol.com wrote: My favorite one for English Language > Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ > schools/typing/). It has audio support. > > Larry > > > > > --------------------------------- > See what's free at AOL.com. > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to skillipedia at yahoo.co.uk > > > > > Skillipedia:more than recruitment > > > --------------------------------- > New Yahoo! Mail is the ultimate force in competitive emailing. > Find out more at the Yahoo! Mail Championships. Plus: play games > and win prizes.---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mfbir at yahoo.com > > > Michelle Faith Brown > > Michelle Faith Brown > mfbir at yahoo.com > > Read/Write/Now > 204 Boston Road > Springfield, MA 01109 > 413.263.6839 > > > --------------------------------- > Need a vacation? Get great deals to amazing places on Yahoo! Travel. > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net From wbquinones at comcast.net Sun Jun 24 12:00:33 2007 From: wbquinones at comcast.net (Wendy Quinones) Date: Sun, 24 Jun 2007 12:00:33 -0400 Subject: [Technology 1107] Re: Tryout periods References: <852572FB.00632B63.00@alphaplus.ca> Message-ID: <002e01c7b678$cbdf5390$a500a8c0@nscdd05> I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods > > > Hi, > > Nancy from Toronto here again in response to the issue of learner > retention. > Recruitment and retention have been the focus of much discussion during > the > distance delivery research we have been engaged in at the AlphaPlus Centre > with > the four sites that have been exploring distance delivery. > > Retention has also been a noted interest in what happens in short online > courses > that we have developed and delivered as part of AlphaRoute for the past > three > years. Our emerging and currently only form of new content for AlphaRoute > this > year is online courses. Our courses are four weeks long. For the first > two > years they were delivered in a discussion forum - Web Board (supported by > an > external course web site) as part of AlphaRoute. This year we are > offering the > courses in Moodle. You can take a look at the course topic list and > external > course web sites at: > www.resources.alpharoute.org > Resources > Online courses for adult > literacy > students > > What we have found in terms of retention is that for the first two weeks, > students are gung-ho, and then we see a drop-off in week three that is > sustained > through week four. Generally we have found that a third of the students > that > enroll in a course complete it and receive a course certificate of > participation. > > Interesting what you share David about a two-week period being perhaps the > right > amount to try-out time. > > I should note that we acknowledge there is a continuum of learning for us > all, > and so for a student to take the step and enroll in an AlphaRoute online > course > is in fact a learning step. Trying it out for a week or two to see how it > works > and then not continuing is also learning. Committing to take the course > and > complete the work to achieve the certificate at the end (and learning some > cool > stuff along the way) is a goal for us. And in the world of demonstrating > literacy learning and a range of skills, can make for a great > demonstration. > But we would like to think that our courses are so valuable to learners > and > engaging that they will all move from start to finish. It isn't realistic > that > they will though - because of that continuum of learning. > >>From the stats and knowledge of the programs that the students enrolled in >>the > courses come from, the highest retention rates come from students whose > instructor has included the AlphaRoute online course within their > instruction > and where students are in a computer lab at the same time taking the > course. So > motivation and support (instructor and peer) are onsite. However, the > course > facilitator is at a distance and does contribute to a motivating and > retention > aspect of student support. The development of online courses in > AlphaRoute has > not been done within a research project or model. We are learning as we > go and > writing articles and sharing information as we learn. Our challenge at > this > point is to focus on that three week drop-off reality and see what we can > do > from the course content and development side to attempt to support > learners in > sustaining their involvement past that drop-off point. > > Any suggestions or ideas from the range of instructors and researchers > participating in this discussion are more than welcome! > > Nancy Friday > > > > > > > > > > "David J. Rosen" on 06/15/2007 09:01:41 AM > > Please respond to The Technology and Literacy Discussion List > > > > > > > > > > To: The Technology and Literacy Discussion List > > > cc: (bcc: Nancy Friday) > > > > Subject: [Technology 1064] Tryout periods > > > > > > > > > Distance Learning Technology Colleagues, > > Earlier this week, in response to a message Heidi Silver-Pacuilla had > posted, Holly Dilatush wrote: > > "too many learners register, show up one week, then drop before/ > without completing 12 hours/first episode. Follow-up (to attempt to > determine WHY) has been challenging -- guesswork more than documented > responses. There > are SO many extenuating circumstances." > > For many adult learners, especially those who choose online options, > and for many reasons, we need to design/include/expect a "tryout > period" a short online learning experience -- perhaps two weeks -- > sampling the material, process and technology used in the longer, > online learning. At the end of the tryout, participants can stop (if > they were experimenting with the medium, are not happy with the > content, can't make the longer commitment, or for any other reason). > Those who are ready to commit, can do so, and at that point begin to > be counted in the DOE-funded system. > > Does an example of this already exist somewhere? If so, how is the > tryout period funded? (State and local funders and private funders > need to pick up the costs of this "tryout") > > I believe we need the same sort of tryout period for teachers doing > online professional development. Does a model of this exist somewhere? > > Your thoughts? > > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to nfriday at alphaplus.ca > > > =========================================================== > Nancy Friday > AlphaRoute Coordinator > AlphaPlus Centre (http://alphaplus.ca) > Telephone: (416) 322-1012 x.305 > Fax: 1-800-788-1417 > TTY: 1-800-788-1912 > nancy.friday at alphaplus.ca > ============================================================ > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to wbquinones at comcast.net > From djrosen at comcast.net Sun Jun 24 19:00:30 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sun, 24 Jun 2007 19:00:30 -0400 Subject: [Technology 1108] NYC School to Promote "Gaming Literacy" Message-ID: Technology Colleagues, A new NYC public school is being designed that aims at literacy and other skills through "game designed and game-inspired methods." I do not know if this was inspired by James Gee's writing, or if its design comes from other sources, but I think this is a model we may want to pay attention to. To read about it, in an article from Industry News, go to: http://tinyurl.com/yqtj5q David J. Rosen djrosen at comcast.net From steve_quann at worlded.org Mon Jun 25 11:20:27 2007 From: steve_quann at worlded.org (Steve Quann) Date: Mon, 25 Jun 2007 11:20:27 -0400 Subject: [Technology 1106] Re: Your advice In-Reply-To: References: <376910.72113.qm@web28015.mail.ukl.yahoo.com> <612927.39854.qm@web36301.mail.mud.yahoo.com> <467B0576.BC3D.00F8.0@worlded.org> Message-ID: <467FA4F9.BC3D.00F8.0@worlded.org> Sure, David. I am still working through some suggestions that folks like Tommy McDonell sent me offline, so I will compile that and send that to the list. So if there are any more suggestions let me know in the next day or so. There are a number on computer basics and about the Internet, but I don't see many on email. And there are only a couple on word processing. I am also looking for a flash-animated tutorial from Australia,I think it was. Thanks, Steve Quann World Education 44 Farnsworth Street Boston, MA 617.482.9485 >>> "David J. Rosen" 6/23/2007 8:07 AM >>> Hi Steve, Could you send me your list? I want to add some of the keyboard programs to the Literacy List. Thanks, David On Jun 21, 2007, at 11:10 PM, Steve Quann wrote: > I now feel like I have a number of good sites for keyboarding and > basic computer use. Thanks all. If anyone has recent tutorials for > word processing, email and Internet use let me know. > Best, > > > Steve Quann > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > >>>> Michelle Brown 6/21/2007 7:13 PM >>> > I have used the "sense-lang" typing program with my learners (in a > multi-level class) and they loved it! I highly recommend it. > --Michelle Brown > > "skillipedia.com Haji" wrote: A better > flash program can be downloaded from http://www.sense-lang.org/ > typing/ - the best I've seen. You can install it or use it online. > > Viz > > LaFerlazzo at aol.com wrote: My favorite one for English Language > Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ > schools/typing/). It has audio support. > > Larry > > > > > --------------------------------- > See what's free at AOL.com. > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to skillipedia at yahoo.co.uk > > > > > Skillipedia:more than recruitment > > > --------------------------------- > New Yahoo! Mail is the ultimate force in competitive emailing. > Find out more at the Yahoo! Mail Championships. Plus: play games > and win prizes.---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mfbir at yahoo.com > > > Michelle Faith Brown > > Michelle Faith Brown > mfbir at yahoo.com > > Read/Write/Now > 204 Boston Road > Springfield, MA 01109 > 413.263.6839 > > > --------------------------------- > Need a vacation? Get great deals to amazing places on Yahoo! Travel. > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to steve_quann at worlded.org From lpetty at twmi.rr.com Mon Jun 25 10:40:01 2007 From: lpetty at twmi.rr.com (Leslie Petty) Date: Mon, 25 Jun 2007 10:40:01 -0400 Subject: [Technology 1107] Re: Tryout periods In-Reply-To: <002e01c7b678$cbdf5390$a500a8c0@nscdd05> References: <852572FB.00632B63.00@alphaplus.ca> <002e01c7b678$cbdf5390$a500a8c0@nscdd05> Message-ID: <467FD3C1.3090002@twmi.rr.com> I agree. Some of the states in Project IDEAL have found that students who have an extensive orientation to the distance material - including plenty of time to "play" and get a feel for this instructional approach - tend to persist longer. If we want students to be successful, it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles. It's hard for them to make an informed decision about distance if they're unfamiliar with it, so the idea of try-out periods makes a great deal of sense. Leslie Petty Wendy Quinones wrote: > I'm a little late getting back to this, but I love the point you made, > Nancy, about the try-out being a learning experience even if the course > isn't completed. I've found that to be the case with PD online as well, > with teachers trying out the online experience and deciding they definitely > don't like it and leaving; others finding that the material or the > participant interaction to be so valuable that they persist in the face of > all kinds of technical and personal difficulties. Not too different from > our students, I think. In this age of accountability we focus perhaps to > much on outcomes and not enough on process and what can be learned from it, > regardless of outcome. > > Wendy Quinones > ----- Original Message ----- > From: > To: "The Technology and Literacy Discussion List" > Sent: Friday, June 15, 2007 2:03 PM > Subject: [Technology 1073] Re: Tryout periods > > > >> Hi, >> >> Nancy from Toronto here again in response to the issue of learner >> retention. >> Recruitment and retention have been the focus of much discussion during >> the >> distance delivery research we have been engaged in at the AlphaPlus Centre >> with >> the four sites that have been exploring distance delivery. >> >> Retention has also been a noted interest in what happens in short online >> courses >> that we have developed and delivered as part of AlphaRoute for the past >> three >> years. Our emerging and currently only form of new content for AlphaRoute >> this >> year is online courses. Our courses are four weeks long. For the first >> two >> years they were delivered in a discussion forum - Web Board (supported by >> an >> external course web site) as part of AlphaRoute. This year we are >> offering the >> courses in Moodle. You can take a look at the course topic list and >> external >> course web sites at: >> www.resources.alpharoute.org > Resources > Online courses for adult >> literacy >> students >> >> What we have found in terms of retention is that for the first two weeks, >> students are gung-ho, and then we see a drop-off in week three that is >> sustained >> through week four. Generally we have found that a third of the students >> that >> enroll in a course complete it and receive a course certificate of >> participation. >> >> Interesting what you share David about a two-week period being perhaps the >> right >> amount to try-out time. >> >> I should note that we acknowledge there is a continuum of learning for us >> all, >> and so for a student to take the step and enroll in an AlphaRoute online >> course >> is in fact a learning step. Trying it out for a week or two to see how it >> works >> and then not continuing is also learning. Committing to take the course >> and >> complete the work to achieve the certificate at the end (and learning some >> cool >> stuff along the way) is a goal for us. And in the world of demonstrating >> literacy learning and a range of skills, can make for a great >> demonstration. >> But we would like to think that our courses are so valuable to learners >> and >> engaging that they will all move from start to finish. It isn't realistic >> that >> they will though - because of that continuum of learning. >> >> >From the stats and knowledge of the programs that the students enrolled in >> >>> the >>> >> courses come from, the highest retention rates come from students whose >> instructor has included the AlphaRoute online course within their >> instruction >> and where students are in a computer lab at the same time taking the >> course. So >> motivation and support (instructor and peer) are onsite. However, the >> course >> facilitator is at a distance and does contribute to a motivating and >> retention >> aspect of student support. The development of online courses in >> AlphaRoute has >> not been done within a research project or model. We are learning as we >> go and >> writing articles and sharing information as we learn. Our challenge at >> this >> point is to focus on that three week drop-off reality and see what we can >> do >> from the course content and development side to attempt to support >> learners in >> sustaining their involvement past that drop-off point. >> >> Any suggestions or ideas from the range of instructors and researchers >> participating in this discussion are more than welcome! >> >> Nancy Friday >> >> >> >> >> >> >> >> >> >> "David J. Rosen" on 06/15/2007 09:01:41 AM >> >> Please respond to The Technology and Literacy Discussion List >> >> >> >> >> >> >> >> >> >> To: The Technology and Literacy Discussion List >> >> >> cc: (bcc: Nancy Friday) >> >> >> >> Subject: [Technology 1064] Tryout periods >> >> >> >> >> >> >> >> >> Distance Learning Technology Colleagues, >> >> Earlier this week, in response to a message Heidi Silver-Pacuilla had >> posted, Holly Dilatush wrote: >> >> "too many learners register, show up one week, then drop before/ >> without completing 12 hours/first episode. Follow-up (to attempt to >> determine WHY) has been challenging -- guesswork more than documented >> responses. There >> are SO many extenuating circumstances." >> >> For many adult learners, especially those who choose online options, >> and for many reasons, we need to design/include/expect a "tryout >> period" a short online learning experience -- perhaps two weeks -- >> sampling the material, process and technology used in the longer, >> online learning. At the end of the tryout, participants can stop (if >> they were experimenting with the medium, are not happy with the >> content, can't make the longer commitment, or for any other reason). >> Those who are ready to commit, can do so, and at that point begin to >> be counted in the DOE-funded system. >> >> Does an example of this already exist somewhere? If so, how is the >> tryout period funded? (State and local funders and private funders >> need to pick up the costs of this "tryout") >> >> I believe we need the same sort of tryout period for teachers doing >> online professional development. Does a model of this exist somewhere? >> >> Your thoughts? >> >> >> David J. Rosen >> djrosen at comcast.net >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to nfriday at alphaplus.ca >> >> >> =========================================================== >> Nancy Friday >> AlphaRoute Coordinator >> AlphaPlus Centre (http://alphaplus.ca) >> Telephone: (416) 322-1012 x.305 >> Fax: 1-800-788-1417 >> TTY: 1-800-788-1912 >> nancy.friday at alphaplus.ca >> ============================================================ >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to wbquinones at comcast.net >> >> > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > Email delivered to lpetty at twmi.rr.com > > > -- ********************************* Leslie Petty Associate Director, Project IDEAL University of Michigan Institute for Social Research 734-425-0748 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070625/74d89e8d/attachment.html From nancy.friday at alphaplus.ca Mon Jun 25 10:13:55 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Mon, 25 Jun 2007 10:13:55 -0400 Subject: [Technology 1108] Re: Tryout periods Message-ID: <85257305.004E2E67.00@alphaplus.ca> Hi Wendy and everyone! Happy Monday! Some of us here in Ontario and New Brunswick are really grappling with finding some balance/making sense of the outcome-based need to prove and demonstrate learning and goal advancement in light of what we intuitively know and witness in practice. Wendy your statement "In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome" is one I agree with. You and anyone else who is grappling with this reality may be interested in and are most welcome to blurk or join the Literacies Blog where a number of us are having some conversations about this very thing. Here's the link: http://literaciescafe.blogspot.com/ Nancy "Wendy Quinones" on 06/24/2007 12:00:33 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1107] Re: Tryout periods I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods > > > Hi, > > Nancy from Toronto here again in response to the issue of learner > retention. > Recruitment and retention have been the focus of much discussion during > the > distance delivery research we have been engaged in at the AlphaPlus Centre > with > the four sites that have been exploring distance delivery. > > Retention has also been a noted interest in what happens in short online > courses > that we have developed and delivered as part of AlphaRoute for the past > three > years. Our emerging and currently only form of new content for AlphaRoute > this > year is online courses. Our courses are four weeks long. For the first > two > years they were delivered in a discussion forum - Web Board (supported by > an > external course web site) as part of AlphaRoute. This year we are > offering the > courses in Moodle. You can take a look at the course topic list and > external > course web sites at: > www.resources.alpharoute.org > Resources > Online courses for adult > literacy > students > > What we have found in terms of retention is that for the first two weeks, > students are gung-ho, and then we see a drop-off in week three that is > sustained > through week four. Generally we have found that a third of the students > that > enroll in a course complete it and receive a course certificate of > participation. > > Interesting what you share David about a two-week period being perhaps the > right > amount to try-out time. > > I should note that we acknowledge there is a continuum of learning for us > all, > and so for a student to take the step and enroll in an AlphaRoute online > course > is in fact a learning step. Trying it out for a week or two to see how it > works > and then not continuing is also learning. Committing to take the course > and > complete the work to achieve the certificate at the end (and learning some > cool > stuff along the way) is a goal for us. And in the world of demonstrating > literacy learning and a range of skills, can make for a great > demonstration. > But we would like to think that our courses are so valuable to learners > and > engaging that they will all move from start to finish. It isn't realistic > that > they will though - because of that continuum of learning. > >>From the stats and knowledge of the programs that the students enrolled in >>the > courses come from, the highest retention rates come from students whose > instructor has included the AlphaRoute online course within their > instruction > and where students are in a computer lab at the same time taking the > course. So > motivation and support (instructor and peer) are onsite. However, the > course > facilitator is at a distance and does contribute to a motivating and > retention > aspect of student support. The development of online courses in > AlphaRoute has > not been done within a research project or model. We are learning as we > go and > writing articles and sharing information as we learn. Our challenge at > this > point is to focus on that three week drop-off reality and see what we can > do > from the course content and development side to attempt to support > learners in > sustaining their involvement past that drop-off point. > > Any suggestions or ideas from the range of instructors and researchers > participating in this discussion are more than welcome! > > Nancy Friday > > > > > > > > > > "David J. Rosen" on 06/15/2007 09:01:41 AM > > Please respond to The Technology and Literacy Discussion List > > > > > > > > > > To: The Technology and Literacy Discussion List > > > cc: (bcc: Nancy Friday) > > > > Subject: [Technology 1064] Tryout periods > > > > > > > > > Distance Learning Technology Colleagues, > > Earlier this week, in response to a message Heidi Silver-Pacuilla had > posted, Holly Dilatush wrote: > > "too many learners register, show up one week, then drop before/ > without completing 12 hours/first episode. Follow-up (to attempt to > determine WHY) has been challenging -- guesswork more than documented > responses. There > are SO many extenuating circumstances." > > For many adult learners, especially those who choose online options, > and for many reasons, we need to design/include/expect a "tryout > period" a short online learning experience -- perhaps two weeks -- > sampling the material, process and technology used in the longer, > online learning. At the end of the tryout, participants can stop (if > they were experimenting with the medium, are not happy with the > content, can't make the longer commitment, or for any other reason). > Those who are ready to commit, can do so, and at that point begin to > be counted in the DOE-funded system. > > Does an example of this already exist somewhere? If so, how is the > tryout period funded? (State and local funders and private funders > need to pick up the costs of this "tryout") > > I believe we need the same sort of tryout period for teachers doing > online professional development. Does a model of this exist somewhere? > > Your thoughts? > > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to nfriday at alphaplus.ca > > > =========================================================== > Nancy Friday > AlphaRoute Coordinator > AlphaPlus Centre (http://alphaplus.ca) > Telephone: (416) 322-1012 x.305 > Fax: 1-800-788-1417 > TTY: 1-800-788-1912 > nancy.friday at alphaplus.ca > ============================================================ > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to wbquinones at comcast.net > ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From tommy.mcdonell at nyu.edu Mon Jun 25 11:51:06 2007 From: tommy.mcdonell at nyu.edu (Tommy B McDonell) Date: Mon, 25 Jun 2007 11:51:06 -0400 Subject: [Technology 1109] Re: Your advice In-Reply-To: <467FA4F9.BC3D.00F8.0@worlded.org> References: <376910.72113.qm@web28015.mail.ukl.yahoo.com> <612927.39854.qm@web36301.mail.mud.yahoo.com> <467B0576.BC3D.00F8.0@worlded.org> <467FA4F9.BC3D.00F8.0@worlded.org> Message-ID: Steve when you say email what exactly are you looking for? Most email accounts have directions. If you wanted a specific email account, I can design one pretty simply or may have one in PA. Also what do you want for word processing, I can look for more. T Tommy B. McDonell,Ph.D. tbr202 at nyu.edu Adjunct Assistant Professor, Multilingual Multicultural Studies New York University,635 East Building 239 Greene St., New York, NY 10003 H: 212-929-6768 C: 917-514-1354 W: 212-242-6800 x 152 ----- Original Message ----- From: Steve Quann Date: Monday, June 25, 2007 11:46 am Subject: [Technology 1106] Re: Your advice To: The Technology and Literacy Discussion List > Sure, David. I am still working through some suggestions that folks > like Tommy McDonell sent me offline, so I will compile that and send > that to the list. So if there are any more suggestions let me know in > the next day or so. There are a number on computer basics and about > the Internet, but I don't see many on email. And there are only a > couple on word processing. I am also looking for a flash-animated > tutorial from Australia,I think it was. > Thanks, > > > > Steve Quann > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > > >>> "David J. Rosen" 6/23/2007 8:07 AM >>> > Hi Steve, > > Could you send me your list? I want to add some of the keyboard > programs to the Literacy List. > > Thanks, > > David > > > On Jun 21, 2007, at 11:10 PM, Steve Quann wrote: > > > I now feel like I have a number of good sites for keyboarding and > > > basic computer use. Thanks all. If anyone has recent tutorials for > > > word processing, email and Internet use let me know. > > Best, > > > > > > Steve Quann > > World Education > > 44 Farnsworth Street > > Boston, MA > > 617.482.9485 > > > > > >>>> Michelle Brown 6/21/2007 7:13 PM >>> > > I have used the "sense-lang" typing program with my learners (in a > > > multi-level class) and they loved it! I highly recommend it. > > --Michelle Brown > > > > "skillipedia.com Haji" wrote: A better > > > flash program can be downloaded from http://www.sense-lang.org/ > > typing/ - the best I've seen. You can install it or use it online. > > > > Viz > > > > LaFerlazzo at aol.com wrote: My favorite one for English Language > > > Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ > > schools/typing/). It has audio support. > > > > Larry > > > > > > > > > > --------------------------------- > > See what's free at AOL.com. > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to skillipedia at yahoo.co.uk > > > > > > > > > > Skillipedia:more than recruitment > > > > > > --------------------------------- > > New Yahoo! Mail is the ultimate force in competitive emailing. > > Find out more at the Yahoo! Mail Championships. Plus: play games > > and win prizes.---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to mfbir at yahoo.com > > > > > > Michelle Faith Brown > > > > Michelle Faith Brown > > mfbir at yahoo.com > > > > Read/Write/Now > > 204 Boston Road > > Springfield, MA 01109 > > 413.263.6839 > > > > > > --------------------------------- > > Need a vacation? Get great deals to amazing places on Yahoo! Travel. > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to djrosen at comcast.net > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to steve_quann at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > Email delivered to tommy.mcdonell at nyu.edu > From barry.bakin at lausd.net Mon Jun 25 12:30:27 2007 From: barry.bakin at lausd.net (Bakin, Barry) Date: Mon, 25 Jun 2007 09:30:27 -0700 Subject: [Technology 1110] Re: Tryout periods References: <85257305.004E2E67.00@alphaplus.ca> Message-ID: <04E56D7139A45949A5435413801707A20C47CF@mailbe-la05.lausd.net> "blurk"? = "blog" + "lurk"? -----Original Message----- From: technology-bounces at nifl.gov on behalf of nancy.friday at alphaplus.ca Sent: Mon 6/25/2007 7:13 AM To: The Technology and Literacy Discussion List Subject: [Technology 1108] Re: Tryout periods Hi Wendy and everyone! Happy Monday! Some of us here in Ontario and New Brunswick are really grappling with finding some balance/making sense of the outcome-based need to prove and demonstrate learning and goal advancement in light of what we intuitively know and witness in practice. Wendy your statement "In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome" is one I agree with. You and anyone else who is grappling with this reality may be interested in and are most welcome to blurk or join the Literacies Blog where a number of us are having some conversations about this very thing. Here's the link: http://literaciescafe.blogspot.com/ Nancy "Wendy Quinones" on 06/24/2007 12:00:33 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1107] Re: Tryout periods I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods > > > Hi, > > Nancy from Toronto here again in response to the issue of learner > retention. > Recruitment and retention have been the focus of much discussion during > the > distance delivery research we have been engaged in at the AlphaPlus Centre > with > the four sites that have been exploring distance delivery. > > Retention has also been a noted interest in what happens in short online > courses > that we have developed and delivered as part of AlphaRoute for the past > three > years. Our emerging and currently only form of new content for AlphaRoute > this > year is online courses. Our courses are four weeks long. For the first > two > years they were delivered in a discussion forum - Web Board (supported by > an > external course web site) as part of AlphaRoute. This year we are > offering the > courses in Moodle. You can take a look at the course topic list and > external > course web sites at: > www.resources.alpharoute.org > Resources > Online courses for adult > literacy > students > > What we have found in terms of retention is that for the first two weeks, > students are gung-ho, and then we see a drop-off in week three that is > sustained > through week four. Generally we have found that a third of the students > that > enroll in a course complete it and receive a course certificate of > participation. > > Interesting what you share David about a two-week period being perhaps the > right > amount to try-out time. > > I should note that we acknowledge there is a continuum of learning for us > all, > and so for a student to take the step and enroll in an AlphaRoute online > course > is in fact a learning step. Trying it out for a week or two to see how it > works > and then not continuing is also learning. Committing to take the course > and > complete the work to achieve the certificate at the end (and learning some > cool > stuff along the way) is a goal for us. And in the world of demonstrating > literacy learning and a range of skills, can make for a great > demonstration. > But we would like to think that our courses are so valuable to learners > and > engaging that they will all move from start to finish. It isn't realistic > that > they will though - because of that continuum of learning. > >>From the stats and knowledge of the programs that the students enrolled in >>the > courses come from, the highest retention rates come from students whose > instructor has included the AlphaRoute online course within their > instruction > and where students are in a computer lab at the same time taking the > course. So > motivation and support (instructor and peer) are onsite. However, the > course > facilitator is at a distance and does contribute to a motivating and > retention > aspect of student support. The development of online courses in > AlphaRoute has > not been done within a research project or model. We are learning as we > go and > writing articles and sharing information as we learn. Our challenge at > this > point is to focus on that three week drop-off reality and see what we can > do > from the course content and development side to attempt to support > learners in > sustaining their involvement past that drop-off point. > > Any suggestions or ideas from the range of instructors and researchers > participating in this discussion are more than welcome! > > Nancy Friday > > > > > > > > > > "David J. Rosen" on 06/15/2007 09:01:41 AM > > Please respond to The Technology and Literacy Discussion List > > > > > > > > > > To: The Technology and Literacy Discussion List > > > cc: (bcc: Nancy Friday) > > > > Subject: [Technology 1064] Tryout periods > > > > > > > > > Distance Learning Technology Colleagues, > > Earlier this week, in response to a message Heidi Silver-Pacuilla had > posted, Holly Dilatush wrote: > > "too many learners register, show up one week, then drop before/ > without completing 12 hours/first episode. Follow-up (to attempt to > determine WHY) has been challenging -- guesswork more than documented > responses. There > are SO many extenuating circumstances." > > For many adult learners, especially those who choose online options, > and for many reasons, we need to design/include/expect a "tryout > period" a short online learning experience -- perhaps two weeks -- > sampling the material, process and technology used in the longer, > online learning. At the end of the tryout, participants can stop (if > they were experimenting with the medium, are not happy with the > content, can't make the longer commitment, or for any other reason). > Those who are ready to commit, can do so, and at that point begin to > be counted in the DOE-funded system. > > Does an example of this already exist somewhere? If so, how is the > tryout period funded? (State and local funders and private funders > need to pick up the costs of this "tryout") > > I believe we need the same sort of tryout period for teachers doing > online professional development. Does a model of this exist somewhere? > > Your thoughts? > > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to nfriday at alphaplus.ca > > > =========================================================== > Nancy Friday > AlphaRoute Coordinator > AlphaPlus Centre (http://alphaplus.ca) > Telephone: (416) 322-1012 x.305 > Fax: 1-800-788-1417 > TTY: 1-800-788-1912 > nancy.friday at alphaplus.ca > ============================================================ > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to wbquinones at comcast.net > ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.bakin at lausd.net From SUJones at parkland.edu Mon Jun 25 12:47:51 2007 From: SUJones at parkland.edu (Susan Jones) Date: Mon, 25 Jun 2007 11:47:51 -0500 Subject: [Technology 1111] Re: FW: Kentucky Math In-Reply-To: <852572FB.006542BC.00@alphaplus.ca> References: <852572FB.006542BC.00@alphaplus.ca> Message-ID: <467FAB66.84AA.0029.0@parkland.edu> If they had the 25 cents and were holding it, they'd be more likely to "get" that it was a nickel apiece because they would have to get the change to split it up. It has finally ceased to amaze me when explanations of math end up being further manipulation of symbols - often in the language the confused person doesn't understand. I'd have whipped out twenty five pennies from the bottom of my purse and said "split 'em up into five groups." Of course, that wasn't the point of the comedy :=) Now, another question is: how many people could explain what was mathematically wrong with their procedure and explain it without saying "because that isn't how you do it" ? The people who could would be more likely to be able to deal with a different culture's methods. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> 6/15/2007 1:25 PM >>> Hi, This video has circulated in Canada as well, because I have seen it before. Interesting, I can't recall if when I received it if had the Kentucky label attached. If it had, I would have ignored that part and just focused on the video. I love the creativity in the solutions (even though they aren't correct). I like the fact that the man and woman are confident in the face of the man in the suit to stand up and assert their perspective and apply the knowledge that they have (because they do know adding and multiplying). I really like the fact that the couple reject the system and do things their own way. My hope would be from a learning perspective that the couple would be open to seeing that their reasoning isn't correct. If they were holding the 25 cents and had to divide it, they might re-think their reasoning. Which makes me this as perhaps a power issue - who holds the money? This clip also make me think about an experience I had when I worked front line in a community-based literacy program here in Toronto and was engaged in training new literacy volunteer tutors. We were showing some ways to approach math - particularly long division. Normally in tutor training we would go into the details of long division, but we had a cultural point to make. Many students and volunteers in our program had come to Canada from a range of Caribbean countries. Tutors who went through the Canadian school system learned long division just one way and taught it that way. Tutors and students from the Caribbean, I believe an example came from Guyana, learned long division another way. When the Guyanese way was demonstrated, the Canadian-born tutors were clearly shocked. The point was to take cues from the students in terms of observing how they approach tasks, be aware and respectful of cultures not your own, and be open to learning in new ways. Neither way of approaching long division was wrong - both came to the correct answer - but forcing someone to learn a way that doesn't come from their experience or previous knowledge, can be counter productive. I know that's not the case in this video - but the clip did take me back to that long division place. Nancy "Burkett, Barry" on 06/15/2007 09:33:33 AM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" , "The Poverty, Race, Women and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1065] FW: Kentucky Math Hey guys, I know we focus on literacy, but recently I have been putting time into researching numeracy as well. A student forwarded me this clip, it is from a B&W television show, but I do not know its name. 2 things to focus on, first the creative way to solve the problem and second the comments that came along with the e-mail. On another path, the self-deprecating way these Kentuckians pass the video around because it is funny, even though the tag is intentionally labeled to degrade us, and give those outside of Kentucky a negative view of Kentuckians... why do we intentionally set ourselves up to be labeled ignorant? And one more thing to notice, how dissimilar are the "incorrect" mathemateers from our ABE students? In my experience it seems that it is not that the majority of students do not know how to apply information they know, it is that apply it incorrectly... early misconceptions in both math and reading become amplified and detrimental to the adult as they move through life. Your thoughts? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 "Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination" - Albert Einstein "While adult education should be viewed as a right, not as a stigmatized second-chance program for those who have failed or dropped from out school stystems, at the present time lifelong learning is only being given lip service" (Askov, 2000, p. 259) ________________________________ From: sammdean40 at aol.com [mailto:sammdean40 at aol.com] Sent: Thursday, June 14, 2007 1:46 PM To: SDBROWN412 at aol.com; redneckgirl060 at yahoo.com; mooremn774 at aol.com; janglin216 at yahoo.com; brock1050 at hotmail.com; deseree.thompson at ky.gov; Burkett, Barry; shoppergirl at myway.com; vsw74 at yahoo.com Subject: Fwd: Kentucky Math -----Original Message----- From: GINA MARIE To: suzanne ; pam bardis ; sammdean40 at aol.com Sent: Thu, 14 Jun 2007 1:13 pm Subject: Fwd: FW: Kentucky Math Ha Ha that's the way to count it huh? Note: forwarded message attached. ________________________________ Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. Attached Message From: Linville, Janice M (EPSB) To: Collins, Amber (KYTC) ; cntrygyrl20 at aol.com; littlegurl1994 at aol.com; Sparks, Betty (KYTC) ; Krider, Bill E (DJJ) ; Butler, Bobbie (AGR) ; cocoasugar07 at bored.com; Graham, Carla (EPSB) ; Carla.Rice at education.ky.gov; Ritchey, Cecilia ; cinperry73 at yahoo.com; Meriwether, Connie S (KSP) ; parker_cl at bellsouth.net; mttgvt at bellsouth.net; dwaits at fewpb.net; eddie.davis at kysu.edu; ggmarie66 at yahoo.com; Lathrem, Jennifer C (OET-FK) ; lil_sister_dynamite at yahoo.com; Williams, Latasha (CHFS/DDS/LVSL) ; nplgirl at bellsouth.net; mpayne at kheaa.com; ypatann at yahoo.com; Cornett, Rhonda (KYTC) ; Lover Boy ; Sandy Kiser ; sannlinville at yahoo.com; Byrns, Scott (KYTC) ; Shelby Keith ; Salchli, Sherrie (CHFS OIG Fraud) ; frogie6 at aol.com; tammylee16 at hotmail.com Subject: FW: Kentucky Math Date: Thu, 14 Jun 2007 13:00:01 -0400 This is too funny! I know two kids that would try to pull this off at school. ________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com . From tommy.mcdonell at nyu.edu Mon Jun 25 12:07:06 2007 From: tommy.mcdonell at nyu.edu (Tommy B McDonell) Date: Mon, 25 Jun 2007 12:07:06 -0400 Subject: [Technology 1112] Re: Your advice In-Reply-To: <467FA4F9.BC3D.00F8.0@worlded.org> References: <376910.72113.qm@web28015.mail.ukl.yahoo.com> <612927.39854.qm@web36301.mail.mud.yahoo.com> <467B0576.BC3D.00F8.0@worlded.org> <467FA4F9.BC3D.00F8.0@worlded.org> Message-ID: Steve, I just tried to email you but I bounced so here are some more. I was going to send them privately as I'm not sure what it is you all specifically want. I tend to lurk on this listserv, these days so I must have missed something. Anyway here are some more sites. If someone would tell me what specifically they want, I'm pretty good at finding stuff. And somewhere at home I have tutorials I created! Hi, I can post these on nifl but I don't know that this is what you are looking for. So here are some other ones. http://www.jegsworks.com/Lessons/words/index.html----this is on Word and Windows http://aect.ed.psu.edu/viewlets/prerequisite.htm this has everything including turning the computer on and off, using a mouse etc. http://www.sabrinasterling.com/videos.html These are easier how to computer/word stuff and seem to be videos created for elementary school. There is a better beginning page or index on http://www.sabrinasterling.com/ http://calgarypubliclibrary.com/library/tutorials.htm This has a whole bunch of tutorials for word processing, using the Internet etc. And tutorials for setting up email in yahoo, hotmail, etc. If these are not what you want, tell me exactly what the tutorial is supposed to do and I am sure I can find it. Tommy B. McDonell,Ph.D. tbr202 at nyu.edu Adjunct Assistant Professor, Multilingual Multicultural Studies New York University,635 East Building 239 Greene St., New York, NY 10003 H: 212-929-6768 C: 917-514-1354 W: 212-242-6800 x 152 ----- Original Message ----- From: Steve Quann Date: Monday, June 25, 2007 11:46 am Subject: [Technology 1106] Re: Your advice To: The Technology and Literacy Discussion List > Sure, David. I am still working through some suggestions that folks > like Tommy McDonell sent me offline, so I will compile that and send > that to the list. So if there are any more suggestions let me know in > the next day or so. There are a number on computer basics and about > the Internet, but I don't see many on email. And there are only a > couple on word processing. I am also looking for a flash-animated > tutorial from Australia,I think it was. > Thanks, > > > > Steve Quann > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > > >>> "David J. Rosen" 6/23/2007 8:07 AM >>> > Hi Steve, > > Could you send me your list? I want to add some of the keyboard > programs to the Literacy List. > > Thanks, > > David > > > On Jun 21, 2007, at 11:10 PM, Steve Quann wrote: > > > I now feel like I have a number of good sites for keyboarding and > > > basic computer use. Thanks all. If anyone has recent tutorials for > > > word processing, email and Internet use let me know. > > Best, > > > > > > Steve Quann > > World Education > > 44 Farnsworth Street > > Boston, MA > > 617.482.9485 > > > > > >>>> Michelle Brown 6/21/2007 7:13 PM >>> > > I have used the "sense-lang" typing program with my learners (in a > > > multi-level class) and they loved it! I highly recommend it. > > --Michelle Brown > > > > "skillipedia.com Haji" wrote: A better > > > flash program can be downloaded from http://www.sense-lang.org/ > > typing/ - the best I've seen. You can install it or use it online. > > > > Viz > > > > LaFerlazzo at aol.com wrote: My favorite one for English Language > > > Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ > > schools/typing/). It has audio support. > > > > Larry > > > > > > > > > > --------------------------------- > > See what's free at AOL.com. > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to skillipedia at yahoo.co.uk > > > > > > > > > > Skillipedia:more than recruitment > > > > > > --------------------------------- > > New Yahoo! Mail is the ultimate force in competitive emailing. > > Find out more at the Yahoo! Mail Championships. Plus: play games > > and win prizes.---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to mfbir at yahoo.com > > > > > > Michelle Faith Brown > > > > Michelle Faith Brown > > mfbir at yahoo.com > > > > Read/Write/Now > > 204 Boston Road > > Springfield, MA 01109 > > 413.263.6839 > > > > > > --------------------------------- > > Need a vacation? Get great deals to amazing places on Yahoo! Travel. > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to djrosen at comcast.net > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to steve_quann at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > Email delivered to tommy.mcdonell at nyu.edu > From steve_quann at worlded.org Mon Jun 25 13:09:19 2007 From: steve_quann at worlded.org (Steve Quann) Date: Mon, 25 Jun 2007 13:09:19 -0400 Subject: [Technology 1113] Re: Your advice In-Reply-To: References: <376910.72113.qm@web28015.mail.ukl.yahoo.com> <612927.39854.qm@web36301.mail.mud.yahoo.com> <467B0576.BC3D.00F8.0@worlded.org> <467FA4F9.BC3D.00F8.0@worlded.org> Message-ID: <467FBE7C.BC3D.00F8.0@worlded.org> Tommy, I think I have taken up enough cyberspace with this and so I think after this I should probably take input off the list. One dilemma is about email since each one is slightly different, but I guess the ideal would be helping students with the concept of not only signing up but using reply sending an attachment. I am imagining this instruction be done all online for students getting ready to take a self-paced course. I guess behind all this to see if there is a way that someone with basic mouse skills learn all they need to in order to do self-study. And if so, what sites are out there now --trying to avoid reinventing the wheel ---that will best help someone move through this process. Thanks all, Steve Quann World Education 44 Farnsworth Street Boston, MA 617.482.9485 >>> Tommy B McDonell 6/25/2007 11:51 AM >>> Steve when you say email what exactly are you looking for? Most email accounts have directions. If you wanted a specific email account, I can design one pretty simply or may have one in PA. Also what do you want for word processing, I can look for more. T Tommy B. McDonell,Ph.D. tbr202 at nyu.edu Adjunct Assistant Professor, Multilingual Multicultural Studies New York University,635 East Building 239 Greene St., New York, NY 10003 H: 212-929-6768 C: 917-514-1354 W: 212-242-6800 x 152 ----- Original Message ----- From: Steve Quann Date: Monday, June 25, 2007 11:46 am Subject: [Technology 1106] Re: Your advice To: The Technology and Literacy Discussion List > Sure, David. I am still working through some suggestions that folks > like Tommy McDonell sent me offline, so I will compile that and send > that to the list. So if there are any more suggestions let me know in > the next day or so. There are a number on computer basics and about > the Internet, but I don't see many on email. And there are only a > couple on word processing. I am also looking for a flash-animated > tutorial from Australia,I think it was. > Thanks, > > > > Steve Quann > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > > >>> "David J. Rosen" 6/23/2007 8:07 AM >>> > Hi Steve, > > Could you send me your list? I want to add some of the keyboard > programs to the Literacy List. > > Thanks, > > David > > > On Jun 21, 2007, at 11:10 PM, Steve Quann wrote: > > > I now feel like I have a number of good sites for keyboarding and > > > basic computer use. Thanks all. If anyone has recent tutorials for > > > word processing, email and Internet use let me know. > > Best, > > > > > > Steve Quann > > World Education > > 44 Farnsworth Street > > Boston, MA > > 617.482.9485 > > > > > >>>> Michelle Brown 6/21/2007 7:13 PM >>> > > I have used the "sense-lang" typing program with my learners (in a > > > multi-level class) and they loved it! I highly recommend it. > > --Michelle Brown > > > > "skillipedia.com Haji" wrote: A better > > > flash program can be downloaded from http://www.sense-lang.org/ > > typing/ - the best I've seen. You can install it or use it online. > > > > Viz > > > > LaFerlazzo at aol.com wrote: My favorite one for English Language > > > Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ > > schools/typing/). It has audio support. > > > > Larry > > > > > > > > > > --------------------------------- > > See what's free at AOL.com. > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to skillipedia at yahoo.co.uk > > > > > > > > > > Skillipedia:more than recruitment > > > > > > --------------------------------- > > New Yahoo! Mail is the ultimate force in competitive emailing. > > Find out more at the Yahoo! Mail Championships. Plus: play games > > and win prizes.---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to mfbir at yahoo.com > > > > > > Michelle Faith Brown > > > > Michelle Faith Brown > > mfbir at yahoo.com > > > > Read/Write/Now > > 204 Boston Road > > Springfield, MA 01109 > > 413.263.6839 > > > > > > --------------------------------- > > Need a vacation? Get great deals to amazing places on Yahoo! Travel. > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to djrosen at comcast.net > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to steve_quann at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > Email delivered to tommy.mcdonell at nyu.edu > ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to steve_quann at worlded.org From ggorin at gmail.com Mon Jun 25 16:01:40 2007 From: ggorin at gmail.com (Ginnie Gorin) Date: Mon, 25 Jun 2007 16:01:40 -0400 Subject: [Technology 1114] Re: Your advice In-Reply-To: <467FA4F9.BC3D.00F8.0@worlded.org> References: <376910.72113.qm@web28015.mail.ukl.yahoo.com> <612927.39854.qm@web36301.mail.mud.yahoo.com> <467B0576.BC3D.00F8.0@worlded.org> <467FA4F9.BC3D.00F8.0@worlded.org> Message-ID: Hi, Steve- When you have finished compiling, can you please send me the updated list, too? thnx, Ginnie Gorin EASTCONN Adult Education 21 Valley Street Willimantic, CT 06226 On 6/25/07, Steve Quann wrote: > > Sure, David. I am still working through some suggestions that folks like > Tommy McDonell sent me offline, so I will compile that and send that to the > list. So if there are any more suggestions let me know in the next day or > so. There are a number on computer basics and about the Internet, but I > don't see many on email. And there are only a couple on word processing. I > am also looking for a flash-animated tutorial from Australia,I think it was. > Thanks, > > > > Steve Quann > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > > >>> "David J. Rosen" 6/23/2007 8:07 AM >>> > Hi Steve, > > Could you send me your list? I want to add some of the keyboard > programs to the Literacy List. > > Thanks, > > David > > > On Jun 21, 2007, at 11:10 PM, Steve Quann wrote: > > > I now feel like I have a number of good sites for keyboarding and > > basic computer use. Thanks all. If anyone has recent tutorials for > > word processing, email and Internet use let me know. > > Best, > > > > > > Steve Quann > > World Education > > 44 Farnsworth Street > > Boston, MA > > 617.482.9485 > > > > > >>>> Michelle Brown 6/21/2007 7:13 PM >>> > > I have used the "sense-lang" typing program with my learners (in a > > multi-level class) and they loved it! I highly recommend it. > > --Michelle Brown > > > > "skillipedia.com Haji" wrote: A better > > flash program can be downloaded from http://www.sense-lang.org/ > > typing/ - the best I've seen. You can install it or use it online. > > > > Viz > > > > LaFerlazzo at aol.com wrote: My favorite one for English Language > > Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ > > schools/typing/). It has audio support. > > > > Larry > > > > > > > > > > --------------------------------- > > See what's free at AOL.com. > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to skillipedia at yahoo.co.uk > > > > > > > > > > Skillipedia:more than recruitment > > > > > > --------------------------------- > > New Yahoo! Mail is the ultimate force in competitive emailing. > > Find out more at the Yahoo! Mail Championships. Plus: play games > > and win prizes.---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to mfbir at yahoo.com > > > > > > Michelle Faith Brown > > > > Michelle Faith Brown > > mfbir at yahoo.com > > > > Read/Write/Now > > 204 Boston Road > > Springfield, MA 01109 > > 413.263.6839 > > > > > > --------------------------------- > > Need a vacation? Get great deals to amazing places on Yahoo! Travel. > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to djrosen at comcast.net > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to steve_quann at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to ggorin at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070625/297e6349/attachment.html From mhefner at cccti.edu Mon Jun 25 15:41:44 2007 From: mhefner at cccti.edu (Melinda Hefner) Date: Mon, 25 Jun 2007 15:41:44 -0400 Subject: [Technology 1115] Re: NYC School to Promote "Gaming Literacy" References: Message-ID: <20070625T154144Z_1F1A00170000@cccti.edu> Wow!!!!! From the article.... ?This means learning to think about the world as a set of in interconnected systems that can be affected or changed through action and choice, the ability to navigate complex information networks, the power to build worlds and tell stories, to see collaboration in competition, and communicate across diverse social spaces. It means that students and teachers will engage in their own learning in powerful ways,? she added. Being the left brainer that I am, I would be interested in hearing how student learning is affected and the impact on learning gains. I think this is absolutely fascinating. I'm concerned, however, about those who do not have access to this kind of technology, and I'm not necessarily referring to individuals in third world countries but folks in my own country. I continue to be concerned about the digital divide but I don't think a "socialist" approach is the answer. There are also those who are concerned about societal implications of this kind of technology. Of course, those are conversations for another day. >>> "David J. Rosen" 06/24/07 7:00 PM >>> Technology Colleagues, A new NYC public school is being designed that aims at literacy and other skills through "game designed and game-inspired methods." I do not know if this was inspired by James Gee's writing, or if its design comes from other sources, but I think this is a model we may want to pay attention to. To read about it, in an article from Industry News, go to: http://tinyurl.com/yqtj5q David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070625/fc3cbfc3/attachment.html From mhefner at cccti.edu Mon Jun 25 15:41:55 2007 From: mhefner at cccti.edu (Melinda Hefner) Date: Mon, 25 Jun 2007 15:41:55 -0400 Subject: [Technology 1116] Re: Tryout periods References: <852572FB.00632B63.00@alphaplus.ca> <002e01c7b678$cbdf5390$a500a8c0@nscdd05> <467FD3C1.3090002@twmi.rr.com> Message-ID: <20070625T154155Z_1F1A00170000@cccti.edu> I'm jumping in here mid-stream so this may have been discussed previously. I have rarely seen in DL courses, especially for DL literacy courses, any kind of distance learning readiness assessment. You're so right when you say that "...it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles." I'm in a 100% online grad program and several of the folks have dropped out because their technical skills simply weren't adequate. I've found too many educators who have discounted the DL readiness piece and go on to blame the students for not being successful. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> Leslie Petty 06/25/07 10:40 AM >>> I agree. Some of the states in Project IDEAL have found that students who have an extensive orientation to the distance material - including plenty of time to "play" and get a feel for this instructional approach - tend to persist longer. If we want students to be successful, it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles. It's hard for them to make an informed decision about distance if they're unfamiliar with it, so the idea of try-out periods makes a great deal of sense. Leslie Petty Wendy Quinones wrote: I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods Hi, Nancy from Toronto here again in response to the issue of learner retention. Recruitment and retention have been the focus of much discussion during the distance delivery research we have been engaged in at the AlphaPlus Centre with the four sites that have been exploring distance delivery. Retention has also been a noted interest in what happens in short online courses that we have developed and delivered as part of AlphaRoute for the past three years. Our emerging and currently only form of new content for AlphaRoute this year is online courses. Our courses are four weeks long. For the first two years they were delivered in a discussion forum - Web Board (supported by an external course web site) as part of AlphaRoute. This year we are offering the courses in Moodle. You can take a look at the course topic list and external course web sites at: www.resources.alpharoute.org > Resources > Online courses for adult literacy students What we have found in terms of retention is that for the first two weeks, students are gung-ho, and then we see a drop-off in week three that is sustained through week four. Generally we have found that a third of the students that enroll in a course complete it and receive a course certificate of participation. Interesting what you share David about a two-week period being perhaps the right amount to try-out time. I should note that we acknowledge there is a continuum of learning for us all, and so for a student to take the step and enroll in an AlphaRoute online course is in fact a learning step. Trying it out for a week or two to see how it works and then not continuing is also learning. Committing to take the course and complete the work to achieve the certificate at the end (and learning some cool stuff along the way) is a goal for us. And in the world of demonstrating literacy learning and a range of skills, can make for a great demonstration. But we would like to think that our courses are so valuable to learners and engaging that they will all move from start to finish. It isn't realistic that they will though - because of that continuum of learning. >From the stats and knowledge of the programs that the students enrolled in the courses come from, the highest retention rates come from students whose instructor has included the AlphaRoute online course within their instruction and where students are in a computer lab at the same time taking the course. So motivation and support (instructor and peer) are onsite. However, the course facilitator is at a distance and does contribute to a motivating and retention aspect of student support. The development of online courses in AlphaRoute has not been done within a research project or model. We are learning as we go and writing articles and sharing information as we learn. Our challenge at this point is to focus on that three week drop-off reality and see what we can do from the course content and development side to attempt to support learners in sustaining their involvement past that drop-off point. Any suggestions or ideas from the range of instructors and researchers participating in this discussion are more than welcome! Nancy Friday "David J. Rosen" on 06/15/2007 09:01:41 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1064] Tryout periods Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wbquinones at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com -- ********************************* Leslie Petty Associate Director, Project IDEAL University of Michigan Institute for Social Research 734-425-0748 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070625/312981b1/attachment.html From tbr202 at nyu.edu Mon Jun 25 16:47:16 2007 From: tbr202 at nyu.edu (Tommy B. McDonell) Date: Mon, 25 Jun 2007 16:47:16 -0400 Subject: [Technology 1117] Re: Your advice In-Reply-To: <467FBE7C.BC3D.00F8.0@worlded.org> References: <376910.72113.qm@web28015.mail.ukl.yahoo.com> <612927.39854.qm@web36301.mail.mud.yahoo.com> <467B0576.BC3D.00F8.0@worlded.org> <467FA4F9.BC3D.00F8.0@worlded.org> <467FBE7C.BC3D.00F8.0@worlded.org> Message-ID: <9292563D-3CD8-43CE-8A95-409A22DF9F24@nyu.edu> Hi. I think of this as simpler, if you are 'just' talking about an online class. With an online class, many schools or online centers require that you use their email and so a tutorial can be done that way. For example when my students use Blackboard.com, I create lessons for them on how to create an attachment, how to use the digital drop box (well I hate this drop box but for faculty who use it) etc. When I created an online class for Pace University, I had screen shots and step by step procedures for people to do every part of it. And this is what I see a good online program being. I'm going to write a friend of mine at the NYPL and see if they still have lessons that are in word format. T Tommy B. McDonell, Ph.D. Adjunct Assistant Professor Multilingual Multicultural Studies Steinhardt School of Education New York University 239 Greene Street, 6th Floor New York, NY 10003 Home: 212-929-6768 Work: 212-242-6800 x 152 Cell: 917-514-1354 Email: tbr202 at nyu.edu On Jun 25, 2007, at 1:09 PM, Steve Quann wrote: > Tommy, > I think I have taken up enough cyberspace with this and so I think > after this I should probably take input off the list. > > One dilemma is about email since each one is slightly different, but I > guess the ideal would be helping students with the concept of not only > signing up but using reply sending an attachment. > > I am imagining this instruction be done all online for students > getting > ready to take a self-paced course. I guess behind all this to see if > there is a way that someone with basic mouse skills learn all they > need > to in order to do self-study. And if so, what sites are out there now > --trying to avoid reinventing the wheel ---that will best help someone > move through this process. > > Thanks all, > > > > Steve Quann > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > >>>> Tommy B McDonell 6/25/2007 11:51 AM >>> > Steve when you say email what exactly are you looking for? Most email > accounts have directions. If you wanted a specific email account, I > can > design one pretty simply or may have one in PA. Also what do you want > for word processing, I can look for more. T > > Tommy B. McDonell,Ph.D. > tbr202 at nyu.edu > Adjunct Assistant Professor, > Multilingual Multicultural Studies > New York University,635 East Building > 239 Greene St., New York, NY 10003 > H: 212-929-6768 > C: 917-514-1354 > W: 212-242-6800 x 152 > > ----- Original Message ----- > From: Steve Quann > Date: Monday, June 25, 2007 11:46 am > Subject: [Technology 1106] Re: Your advice > To: The Technology and Literacy Discussion List > > >> Sure, David. I am still working through some suggestions that folks > >> like Tommy McDonell sent me offline, so I will compile that and send > >> that to the list. So if there are any more suggestions let me know in > >> the next day or so. There are a number on computer basics and about >> the Internet, but I don't see many on email. And there are only a >> couple on word processing. I am also looking for a flash-animated >> tutorial from Australia,I think it was. >> Thanks, >> >> >> >> Steve Quann >> World Education >> 44 Farnsworth Street >> Boston, MA >> 617.482.9485 >> >> >>>>> "David J. Rosen" 6/23/2007 8:07 AM >>> >> Hi Steve, >> >> Could you send me your list? I want to add some of the keyboard >> programs to the Literacy List. >> >> Thanks, >> >> David >> >> >> On Jun 21, 2007, at 11:10 PM, Steve Quann wrote: >> >>> I now feel like I have a number of good sites for keyboarding and > >> >>> basic computer use. Thanks all. If anyone has recent tutorials for > >> >>> word processing, email and Internet use let me know. >>> Best, >>> >>> >>> Steve Quann >>> World Education >>> 44 Farnsworth Street >>> Boston, MA >>> 617.482.9485 >>> >>> >>>>>> Michelle Brown 6/21/2007 7:13 PM >>> >>> I have used the "sense-lang" typing program with my learners (in a > >> >>> multi-level class) and they loved it! I highly recommend it. >>> --Michelle Brown >>> >>> "skillipedia.com Haji" wrote: A better > >> >>> flash program can be downloaded from http://www.sense-lang.org/ >>> typing/ - the best I've seen. You can install it or use it > online. >>> >>> Viz >>> >>> LaFerlazzo at aol.com wrote: My favorite one for English Language > >> >>> Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ >>> schools/typing/). It has audio support. >>> >>> Larry >>> >>> >>> >>> >>> --------------------------------- >>> See what's free at AOL.com. >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Technology and Literacy mailing list >>> Technology at nifl.gov >>> To unsubscribe or change your subscription settings, please go to > >> >>> http://www.nifl.gov/mailman/listinfo/technology >>> Email delivered to skillipedia at yahoo.co.uk >>> >>> >>> >>> >>> Skillipedia:more than recruitment >>> >>> >>> --------------------------------- >>> New Yahoo! Mail is the ultimate force in competitive emailing. > >>> Find out more at the Yahoo! Mail Championships. Plus: play games > >>> and win > prizes.---------------------------------------------------- >>> National Institute for Literacy >>> Technology and Literacy mailing list >>> Technology at nifl.gov >>> To unsubscribe or change your subscription settings, please go to > >> >>> http://www.nifl.gov/mailman/listinfo/technology >>> Email delivered to mfbir at yahoo.com >>> >>> >>> Michelle Faith Brown >>> >>> Michelle Faith Brown >>> mfbir at yahoo.com >>> >>> Read/Write/Now >>> 204 Boston Road >>> Springfield, MA 01109 >>> 413.263.6839 >>> >>> >>> --------------------------------- >>> Need a vacation? Get great deals to amazing places on Yahoo! > Travel. >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Technology and Literacy mailing list >>> Technology at nifl.gov >>> To unsubscribe or change your subscription settings, please go to > >> >>> http://www.nifl.gov/mailman/listinfo/technology >>> Email delivered to djrosen at comcast.net >> >> David J. Rosen >> djrosen at comcast.net >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to steve_quann at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to tommy.mcdonell at nyu.edu >> > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to steve_quann at worlded.org > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to tommy.mcdonell at nyu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070625/fe697dd7/attachment.html From steve_quann at worlded.org Mon Jun 25 17:42:06 2007 From: steve_quann at worlded.org (Steve Quann) Date: Mon, 25 Jun 2007 17:42:06 -0400 Subject: [Technology 1118] Re: Your advice In-Reply-To: References: <376910.72113.qm@web28015.mail.ukl.yahoo.com> <612927.39854.qm@web36301.mail.mud.yahoo.com> <467B0576.BC3D.00F8.0@worlded.org> <467FA4F9.BC3D.00F8.0@worlded.org> Message-ID: <467FFE6C.BC3D.00F8.0@worlded.org> Sure. I will send it to the listserve. Steve >>> "Ginnie Gorin" 6/25/2007 4:01 PM >>> Hi, Steve- When you have finished compiling, can you please send me the updated list, too? thnx, Ginnie Gorin EASTCONN Adult Education 21 Valley Street Willimantic, CT 06226 On 6/25/07, Steve Quann wrote: > > Sure, David. I am still working through some suggestions that folks like > Tommy McDonell sent me offline, so I will compile that and send that to the > list. So if there are any more suggestions let me know in the next day or > so. There are a number on computer basics and about the Internet, but I > don't see many on email. And there are only a couple on word processing. I > am also looking for a flash-animated tutorial from Australia,I think it was. > Thanks, > > > > Steve Quann > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > > >>> "David J. Rosen" 6/23/2007 8:07 AM >>> > Hi Steve, > > Could you send me your list? I want to add some of the keyboard > programs to the Literacy List. > > Thanks, > > David > > > On Jun 21, 2007, at 11:10 PM, Steve Quann wrote: > > > I now feel like I have a number of good sites for keyboarding and > > basic computer use. Thanks all. If anyone has recent tutorials for > > word processing, email and Internet use let me know. > > Best, > > > > > > Steve Quann > > World Education > > 44 Farnsworth Street > > Boston, MA > > 617.482.9485 > > > > > >>>> Michelle Brown 6/21/2007 7:13 PM >>> > > I have used the "sense-lang" typing program with my learners (in a > > multi-level class) and they loved it! I highly recommend it. > > --Michelle Brown > > > > "skillipedia.com Haji" wrote: A better > > flash program can be downloaded from http://www.sense-lang.org/ > > typing/ - the best I've seen. You can install it or use it online. > > > > Viz > > > > LaFerlazzo at aol.com wrote: My favorite one for English Language > > Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ > > schools/typing/). It has audio support. > > > > Larry > > > > > > > > > > --------------------------------- > > See what's free at AOL.com. > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to skillipedia at yahoo.co.uk > > > > > > > > > > Skillipedia:more than recruitment > > > > > > --------------------------------- > > New Yahoo! Mail is the ultimate force in competitive emailing. > > Find out more at the Yahoo! Mail Championships. Plus: play games > > and win prizes.---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to mfbir at yahoo.com > > > > > > Michelle Faith Brown > > > > Michelle Faith Brown > > mfbir at yahoo.com > > > > Read/Write/Now > > 204 Boston Road > > Springfield, MA 01109 > > 413.263.6839 > > > > > > --------------------------------- > > Need a vacation? Get great deals to amazing places on Yahoo! Travel. > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to djrosen at comcast.net > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to steve_quann at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to ggorin at gmail.com > From tbr202 at nyu.edu Mon Jun 25 17:24:36 2007 From: tbr202 at nyu.edu (Tommy B. McDonell) Date: Mon, 25 Jun 2007 17:24:36 -0400 Subject: [Technology 1119] Re: Your advice In-Reply-To: <9292563D-3CD8-43CE-8A95-409A22DF9F24@nyu.edu> References: <376910.72113.qm@web28015.mail.ukl.yahoo.com> <612927.39854.qm@web36301.mail.mud.yahoo.com> <467B0576.BC3D.00F8.0@worlded.org> <467FA4F9.BC3D.00F8.0@worlded.org> <467FBE7C.BC3D.00F8.0@worlded.org> <9292563D-3CD8-43CE-8A95-409A22DF9F24@nyu.edu> Message-ID: <15D24474-418D-4F6D-91F3-0286FF369443@nyu.edu> oops. I apologize everyone. This email was supposed to just go to Steve. Mea culpa. (please don't remove me from the list). T Tommy B. McDonell, Ph.D. Adjunct Assistant Professor Multilingual Multicultural Studies Steinhardt School of Education New York University 239 Greene Street, 6th Floor New York, NY 10003 Home: 212-929-6768 Work: 212-242-6800 x 152 Cell: 917-514-1354 Email: tbr202 at nyu.edu On Jun 25, 2007, at 4:47 PM, Tommy B. McDonell wrote: > Hi. I think of this as simpler, if you are 'just' talking about an > online class. With an online class, many schools or online centers > require that you use their email and so a tutorial can be done that > way. For example when my students use Blackboard.com, I create > lessons for them on how to create an attachment, how to use the > digital drop box (well I hate this drop box but for faculty who use > it) etc. > > When I created an online class for Pace University, I had screen > shots and step by step procedures for people to do every part of > it. And this is what I see a good online program being. > > I'm going to write a friend of mine at the NYPL and see if they > still have lessons that are in word format. > > T > Tommy B. McDonell, Ph.D. > Adjunct Assistant Professor > Multilingual Multicultural Studies > Steinhardt School of Education > New York University > 239 Greene Street, 6th Floor > New York, NY 10003 > > Home: 212-929-6768 > Work: 212-242-6800 x 152 > Cell: 917-514-1354 > Email: tbr202 at nyu.edu > > > > > > On Jun 25, 2007, at 1:09 PM, Steve Quann wrote: > >> Tommy, >> I think I have taken up enough cyberspace with this and so I think >> after this I should probably take input off the list. >> >> One dilemma is about email since each one is slightly different, >> but I >> guess the ideal would be helping students with the concept of not >> only >> signing up but using reply sending an attachment. >> >> I am imagining this instruction be done all online for students >> getting >> ready to take a self-paced course. I guess behind all this to see if >> there is a way that someone with basic mouse skills learn all they >> need >> to in order to do self-study. And if so, what sites are out there now >> --trying to avoid reinventing the wheel ---that will best help >> someone >> move through this process. >> >> Thanks all, >> >> >> >> Steve Quann >> World Education >> 44 Farnsworth Street >> Boston, MA >> 617.482.9485 >> >> >>>>> Tommy B McDonell 6/25/2007 11:51 AM >>> >> Steve when you say email what exactly are you looking for? Most email >> accounts have directions. If you wanted a specific email account, >> I can >> design one pretty simply or may have one in PA. Also what do you want >> for word processing, I can look for more. T >> >> Tommy B. McDonell,Ph.D. >> tbr202 at nyu.edu >> Adjunct Assistant Professor, >> Multilingual Multicultural Studies >> New York University,635 East Building >> 239 Greene St., New York, NY 10003 >> H: 212-929-6768 >> C: 917-514-1354 >> W: 212-242-6800 x 152 >> >> ----- Original Message ----- >> From: Steve Quann >> Date: Monday, June 25, 2007 11:46 am >> Subject: [Technology 1106] Re: Your advice >> To: The Technology and Literacy Discussion List >> >> >>> Sure, David. I am still working through some suggestions that folks >> >>> like Tommy McDonell sent me offline, so I will compile that and >>> send >> >>> that to the list. So if there are any more suggestions let me >>> know in >> >>> the next day or so. There are a number on computer basics and about >>> the Internet, but I don't see many on email. And there are only a >>> couple on word processing. I am also looking for a flash-animated >>> tutorial from Australia,I think it was. >>> Thanks, >>> >>> >>> >>> Steve Quann >>> World Education >>> 44 Farnsworth Street >>> Boston, MA >>> 617.482.9485 >>> >>> >>>>>> "David J. Rosen" 6/23/2007 8:07 AM >>> >>> Hi Steve, >>> >>> Could you send me your list? I want to add some of the keyboard >>> programs to the Literacy List. >>> >>> Thanks, >>> >>> David >>> >>> >>> On Jun 21, 2007, at 11:10 PM, Steve Quann wrote: >>> >>>> I now feel like I have a number of good sites for keyboarding and >> >>> >>>> basic computer use. Thanks all. If anyone has recent tutorials for >> >>> >>>> word processing, email and Internet use let me know. >>>> Best, >>>> >>>> >>>> Steve Quann >>>> World Education >>>> 44 Farnsworth Street >>>> Boston, MA >>>> 617.482.9485 >>>> >>>> >>>>>>> Michelle Brown 6/21/2007 7:13 PM >>> >>>> I have used the "sense-lang" typing program with my learners (in a >> >>> >>>> multi-level class) and they loved it! I highly recommend it. >>>> --Michelle Brown >>>> >>>> "skillipedia.com Haji" wrote: A better >> >>> >>>> flash program can be downloaded from http://www.sense-lang.org/ >>>> typing/ - the best I've seen. You can install it or use it >> online. >>>> >>>> Viz >>>> >>>> LaFerlazzo at aol.com wrote: My favorite one for English Language >> >>> >>>> Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ >>>> schools/typing/). It has audio support. >>>> >>>> Larry >>>> >>>> >>>> >>>> >>>> --------------------------------- >>>> See what's free at AOL.com. >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Technology and Literacy mailing list >>>> Technology at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >> >>> >>>> http://www.nifl.gov/mailman/listinfo/technology >>>> Email delivered to skillipedia at yahoo.co.uk >>>> >>>> >>>> >>>> >>>> Skillipedia:more than recruitment >>>> >>>> >>>> --------------------------------- >>>> New Yahoo! Mail is the ultimate force in competitive emailing. >> >>>> Find out more at the Yahoo! Mail Championships. Plus: play games >> >>>> and win >> prizes.---------------------------------------------------- >>>> National Institute for Literacy >>>> Technology and Literacy mailing list >>>> Technology at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >> >>> >>>> http://www.nifl.gov/mailman/listinfo/technology >>>> Email delivered to mfbir at yahoo.com >>>> >>>> >>>> Michelle Faith Brown >>>> >>>> Michelle Faith Brown >>>> mfbir at yahoo.com >>>> >>>> Read/Write/Now >>>> 204 Boston Road >>>> Springfield, MA 01109 >>>> 413.263.6839 >>>> >>>> >>>> --------------------------------- >>>> Need a vacation? Get great deals to amazing places on Yahoo! >> Travel. >>>> >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Technology and Literacy mailing list >>>> Technology at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >> >>> >>>> http://www.nifl.gov/mailman/listinfo/technology >>>> Email delivered to djrosen at comcast.net >>> >>> David J. Rosen >>> djrosen at comcast.net >>> >>> >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Technology and Literacy mailing list >>> Technology at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/technology >>> Email delivered to steve_quann at worlded.org >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Technology and Literacy mailing list >>> Technology at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >>> Email delivered to tommy.mcdonell at nyu.edu >>> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to steve_quann at worlded.org >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to tommy.mcdonell at nyu.edu > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to tommy.mcdonell at nyu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070625/9dc801c2/attachment.html From nancy.friday at alphaplus.ca Tue Jun 26 09:53:50 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Tue, 26 Jun 2007 09:53:50 -0400 Subject: [Technology 1120] Re: Tryout periods Message-ID: <85257306.004C5776.00@alphaplus.ca> Hi, You've got it Barry! Judi Snively, a literacy colleague here in Toronto coined it in a comment on the Literacies Blog. I liked it and have started using it. Nancy "Bakin, Barry" on 06/25/2007 12:30:27 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" , "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1110] Re: Tryout periods "blurk"? = "blog" + "lurk"? -----Original Message----- From: technology-bounces at nifl.gov on behalf of nancy.friday at alphaplus.ca Sent: Mon 6/25/2007 7:13 AM To: The Technology and Literacy Discussion List Subject: [Technology 1108] Re: Tryout periods Hi Wendy and everyone! Happy Monday! Some of us here in Ontario and New Brunswick are really grappling with finding some balance/making sense of the outcome-based need to prove and demonstrate learning and goal advancement in light of what we intuitively know and witness in practice. Wendy your statement "In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome" is one I agree with. You and anyone else who is grappling with this reality may be interested in and are most welcome to blurk or join the Literacies Blog where a number of us are having some conversations about this very thing. Here's the link: http://literaciescafe.blogspot.com/ Nancy "Wendy Quinones" on 06/24/2007 12:00:33 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1107] Re: Tryout periods I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods > > > Hi, > > Nancy from Toronto here again in response to the issue of learner > retention. > Recruitment and retention have been the focus of much discussion during > the > distance delivery research we have been engaged in at the AlphaPlus Centre > with > the four sites that have been exploring distance delivery. > > Retention has also been a noted interest in what happens in short online > courses > that we have developed and delivered as part of AlphaRoute for the past > three > years. Our emerging and currently only form of new content for AlphaRoute > this > year is online courses. Our courses are four weeks long. For the first > two > years they were delivered in a discussion forum - Web Board (supported by > an > external course web site) as part of AlphaRoute. This year we are > offering the > courses in Moodle. You can take a look at the course topic list and > external > course web sites at: > www.resources.alpharoute.org > Resources > Online courses for adult > literacy > students > > What we have found in terms of retention is that for the first two weeks, > students are gung-ho, and then we see a drop-off in week three that is > sustained > through week four. Generally we have found that a third of the students > that > enroll in a course complete it and receive a course certificate of > participation. > > Interesting what you share David about a two-week period being perhaps the > right > amount to try-out time. > > I should note that we acknowledge there is a continuum of learning for us > all, > and so for a student to take the step and enroll in an AlphaRoute online > course > is in fact a learning step. Trying it out for a week or two to see how it > works > and then not continuing is also learning. Committing to take the course > and > complete the work to achieve the certificate at the end (and learning some > cool > stuff along the way) is a goal for us. And in the world of demonstrating > literacy learning and a range of skills, can make for a great > demonstration. > But we would like to think that our courses are so valuable to learners > and > engaging that they will all move from start to finish. It isn't realistic > that > they will though - because of that continuum of learning. > >>From the stats and knowledge of the programs that the students enrolled in >>the > courses come from, the highest retention rates come from students whose > instructor has included the AlphaRoute online course within their > instruction > and where students are in a computer lab at the same time taking the > course. So > motivation and support (instructor and peer) are onsite. However, the > course > facilitator is at a distance and does contribute to a motivating and > retention > aspect of student support. The development of online courses in > AlphaRoute has > not been done within a research project or model. We are learning as we > go and > writing articles and sharing information as we learn. Our challenge at > this > point is to focus on that three week drop-off reality and see what we can > do > from the course content and development side to attempt to support > learners in > sustaining their involvement past that drop-off point. > > Any suggestions or ideas from the range of instructors and researchers > participating in this discussion are more than welcome! > > Nancy Friday > > > > > > > > > > "David J. Rosen" on 06/15/2007 09:01:41 AM > > Please respond to The Technology and Literacy Discussion List > > > > > > > > > > To: The Technology and Literacy Discussion List > > > cc: (bcc: Nancy Friday) > > > > Subject: [Technology 1064] Tryout periods > > > > > > > > > Distance Learning Technology Colleagues, > > Earlier this week, in response to a message Heidi Silver-Pacuilla had > posted, Holly Dilatush wrote: > > "too many learners register, show up one week, then drop before/ > without completing 12 hours/first episode. Follow-up (to attempt to > determine WHY) has been challenging -- guesswork more than documented > responses. There > are SO many extenuating circumstances." > > For many adult learners, especially those who choose online options, > and for many reasons, we need to design/include/expect a "tryout > period" a short online learning experience -- perhaps two weeks -- > sampling the material, process and technology used in the longer, > online learning. At the end of the tryout, participants can stop (if > they were experimenting with the medium, are not happy with the > content, can't make the longer commitment, or for any other reason). > Those who are ready to commit, can do so, and at that point begin to > be counted in the DOE-funded system. > > Does an example of this already exist somewhere? If so, how is the > tryout period funded? (State and local funders and private funders > need to pick up the costs of this "tryout") > > I believe we need the same sort of tryout period for teachers doing > online professional development. Does a model of this exist somewhere? > > Your thoughts? > > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to nfriday at alphaplus.ca > > > =========================================================== > Nancy Friday > AlphaRoute Coordinator > AlphaPlus Centre (http://alphaplus.ca) > Telephone: (416) 322-1012 x.305 > Fax: 1-800-788-1417 > TTY: 1-800-788-1912 > nancy.friday at alphaplus.ca > ============================================================ > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to wbquinones at comcast.net > ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.bakin at lausd.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From nancy.friday at alphaplus.ca Tue Jun 26 10:01:48 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Tue, 26 Jun 2007 10:01:48 -0400 Subject: [Technology 1121] Re: FW: Kentucky Math Message-ID: <85257306.004D1231.00@alphaplus.ca> Hi Susan, "how many people could explain what was mathematically wrong with their procedure and explain it without saying "because that isn't how you do it" ? I like the points you make here and the reverse analysis. For a higher end numeracy class, this could be a very good activity. When you know one way to solve something, and have to disect why another way may not work, that's when the real thinking work begins - the reverse analysis followed by an explanation. Sounds a lot like what teaching is - answering all those questions students have. I also think it applies to policy and political analysis - one way to solve a problem is presented and everyone in opposition strives to state why that way won't work. Thanks for this. I may just tackle that reverse analysis with the video and see if I am up to the challenge! Nancy "Susan Jones" on 06/25/2007 12:47:51 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1111] Re: FW: Kentucky Math If they had the 25 cents and were holding it, they'd be more likely to "get" that it was a nickel apiece because they would have to get the change to split it up. It has finally ceased to amaze me when explanations of math end up being further manipulation of symbols - often in the language the confused person doesn't understand. I'd have whipped out twenty five pennies from the bottom of my purse and said "split 'em up into five groups." Of course, that wasn't the point of the comedy :=) Now, another question is: how many people could explain what was mathematically wrong with their procedure and explain it without saying "because that isn't how you do it" ? The people who could would be more likely to be able to deal with a different culture's methods. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> 6/15/2007 1:25 PM >>> Hi, This video has circulated in Canada as well, because I have seen it before. Interesting, I can't recall if when I received it if had the Kentucky label attached. If it had, I would have ignored that part and just focused on the video. I love the creativity in the solutions (even though they aren't correct). I like the fact that the man and woman are confident in the face of the man in the suit to stand up and assert their perspective and apply the knowledge that they have (because they do know adding and multiplying). I really like the fact that the couple reject the system and do things their own way. My hope would be from a learning perspective that the couple would be open to seeing that their reasoning isn't correct. If they were holding the 25 cents and had to divide it, they might re-think their reasoning. Which makes me this as perhaps a power issue - who holds the money? This clip also make me think about an experience I had when I worked front line in a community-based literacy program here in Toronto and was engaged in training new literacy volunteer tutors. We were showing some ways to approach math - particularly long division. Normally in tutor training we would go into the details of long division, but we had a cultural point to make. Many students and volunteers in our program had come to Canada from a range of Caribbean countries. Tutors who went through the Canadian school system learned long division just one way and taught it that way. Tutors and students from the Caribbean, I believe an example came from Guyana, learned long division another way. When the Guyanese way was demonstrated, the Canadian-born tutors were clearly shocked. The point was to take cues from the students in terms of observing how they approach tasks, be aware and respectful of cultures not your own, and be open to learning in new ways. Neither way of approaching long division was wrong - both came to the correct answer - but forcing someone to learn a way that doesn't come from their experience or previous knowledge, can be counter productive. I know that's not the case in this video - but the clip did take me back to that long division place. Nancy "Burkett, Barry" on 06/15/2007 09:33:33 AM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" , "The Poverty, Race, Women and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1065] FW: Kentucky Math Hey guys, I know we focus on literacy, but recently I have been putting time into researching numeracy as well. A student forwarded me this clip, it is from a B&W television show, but I do not know its name. 2 things to focus on, first the creative way to solve the problem and second the comments that came along with the e-mail. On another path, the self-deprecating way these Kentuckians pass the video around because it is funny, even though the tag is intentionally labeled to degrade us, and give those outside of Kentucky a negative view of Kentuckians... why do we intentionally set ourselves up to be labeled ignorant? And one more thing to notice, how dissimilar are the "incorrect" mathemateers from our ABE students? In my experience it seems that it is not that the majority of students do not know how to apply information they know, it is that apply it incorrectly... early misconceptions in both math and reading become amplified and detrimental to the adult as they move through life. Your thoughts? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 "Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination" - Albert Einstein "While adult education should be viewed as a right, not as a stigmatized second-chance program for those who have failed or dropped from out school stystems, at the present time lifelong learning is only being given lip service" (Askov, 2000, p. 259) ________________________________ From: sammdean40 at aol.com [mailto:sammdean40 at aol.com] Sent: Thursday, June 14, 2007 1:46 PM To: SDBROWN412 at aol.com; redneckgirl060 at yahoo.com; mooremn774 at aol.com; janglin216 at yahoo.com; brock1050 at hotmail.com; deseree.thompson at ky.gov; Burkett, Barry; shoppergirl at myway.com; vsw74 at yahoo.com Subject: Fwd: Kentucky Math -----Original Message----- From: GINA MARIE To: suzanne ; pam bardis ; sammdean40 at aol.com Sent: Thu, 14 Jun 2007 1:13 pm Subject: Fwd: FW: Kentucky Math Ha Ha that's the way to count it huh? Note: forwarded message attached. ________________________________ Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. Attached Message From: Linville, Janice M (EPSB) To: Collins, Amber (KYTC) ; cntrygyrl20 at aol.com; littlegurl1994 at aol.com; Sparks, Betty (KYTC) ; Krider, Bill E (DJJ) ; Butler, Bobbie (AGR) ; cocoasugar07 at bored.com; Graham, Carla (EPSB) ; Carla.Rice at education.ky.gov; Ritchey, Cecilia ; cinperry73 at yahoo.com; Meriwether, Connie S (KSP) ; parker_cl at bellsouth.net; mttgvt at bellsouth.net; dwaits at fewpb.net; eddie.davis at kysu.edu; ggmarie66 at yahoo.com; Lathrem, Jennifer C (OET-FK) ; lil_sister_dynamite at yahoo.com; Williams, Latasha (CHFS/DDS/LVSL) ; nplgirl at bellsouth.net; mpayne at kheaa.com; ypatann at yahoo.com; Cornett, Rhonda (KYTC) ; Lover Boy ; Sandy Kiser ; sannlinville at yahoo.com; Byrns, Scott (KYTC) ; Shelby Keith ; Salchli, Sherrie (CHFS OIG Fraud) ; frogie6 at aol.com; tammylee16 at hotmail.com Subject: FW: Kentucky Math Date: Thu, 14 Jun 2007 13:00:01 -0400 This is too funny! I know two kids that would try to pull this off at school. ________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com . ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From SUJones at parkland.edu Tue Jun 26 11:09:06 2007 From: SUJones at parkland.edu (Susan Jones) Date: Tue, 26 Jun 2007 10:09:06 -0500 Subject: [Technology 1122] Re: Tryout periods In-Reply-To: <20070625T154155Z_1F1A00170000@cccti.edu> References: <852572FB.00632B63.00@alphaplus.ca> <002e01c7b678$cbdf5390$a500a8c0@nscdd05> <467FD3C1.3090002@twmi.rr.com> <20070625T154155Z_1F1A00170000@cccti.edu> Message-ID: <4680E5C3.84AA.0029.0@parkland.edu> I have seen exactly such readiness assessments. I'm pretty sure I had to take one before I took an online course here in 2000... but it wasn't a grad program. Starting recently, *all* our students have to take a "computer competency" assessment and course placement is recommended from that. (We have several levels of basic computer competency classes.) Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> Melinda Hefner 6/25/2007 2:41 PM >>> I'm jumping in here mid-stream so this may have been discussed previously. I have rarely seen in DL courses, especially for DL literacy courses, any kind of distance learning readiness assessment. You're so right when you say that "...it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles." I'm in a 100% online grad program and several of the folks have dropped out because their technical skills simply weren't adequate. I've found too many educators who have discounted the DL readiness piece and go on to blame the students for not being successful. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> Leslie Petty 06/25/07 10:40 AM >>> I agree. Some of the states in Project IDEAL have found that students who have an extensive orientation to the distance material - including plenty of time to "play" and get a feel for this instructional approach - tend to persist longer. If we want students to be successful, it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles. It's hard for them to make an informed decision about distance if they're unfamiliar with it, so the idea of try-out periods makes a great deal of sense. Leslie Petty Wendy Quinones wrote: I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods Hi, Nancy from Toronto here again in response to the issue of learner retention. Recruitment and retention have been the focus of much discussion during the distance delivery research we have been engaged in at the AlphaPlus Centre with the four sites that have been exploring distance delivery. Retention has also been a noted interest in what happens in short online courses that we have developed and delivered as part of AlphaRoute for the past three years. Our emerging and currently only form of new content for AlphaRoute this year is online courses. Our courses are four weeks long. For the first two years they were delivered in a discussion forum - Web Board (supported by an external course web site) as part of AlphaRoute. This year we are offering the courses in Moodle. You can take a look at the course topic list and external course web sites at: www.resources.alpharoute.org > Resources > Online courses for adult literacy students What we have found in terms of retention is that for the first two weeks, students are gung-ho, and then we see a drop-off in week three that is sustained through week four. Generally we have found that a third of the students that enroll in a course complete it and receive a course certificate of participation. Interesting what you share David about a two-week period being perhaps the right amount to try-out time. I should note that we acknowledge there is a continuum of learning for us all, and so for a student to take the step and enroll in an AlphaRoute online course is in fact a learning step. Trying it out for a week or two to see how it works and then not continuing is also learning. Committing to take the course and complete the work to achieve the certificate at the end (and learning some cool stuff along the way) is a goal for us. And in the world of demonstrating literacy learning and a range of skills, can make for a great demonstration. But we would like to think that our courses are so valuable to learners and engaging that they will all move from start to finish. It isn't realistic that they will though - because of that continuum of learning. >From the stats and knowledge of the programs that the students enrolled in the courses come from, the highest retention rates come from students whose instructor has included the AlphaRoute online course within their instruction and where students are in a computer lab at the same time taking the course. So motivation and support (instructor and peer) are onsite. However, the course facilitator is at a distance and does contribute to a motivating and retention aspect of student support. The development of online courses in AlphaRoute has not been done within a research project or model. We are learning as we go and writing articles and sharing information as we learn. Our challenge at this point is to focus on that three week drop-off reality and see what we can do from the course content and development side to attempt to support learners in sustaining their involvement past that drop-off point. Any suggestions or ideas from the range of instructors and researchers participating in this discussion are more than welcome! Nancy Friday "David J. Rosen" on 06/15/2007 09:01:41 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1064] Tryout periods Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wbquinones at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com -- ********************************* Leslie Petty Associate Director, Project IDEAL University of Michigan Institute for Social Research 734-425-0748 From bonniesophia at sbcglobal.net Tue Jun 26 11:31:06 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Tue, 26 Jun 2007 08:31:06 -0700 (PDT) Subject: [Technology 1123] Re: Your advice In-Reply-To: <467FFE6C.BC3D.00F8.0@worlded.org> Message-ID: <123457.13771.qm@web83303.mail.sp1.yahoo.com> I meant 1. It turns out that again, I have a conflict with a new student orientation, but I've got someone to cover. I don't want to delay this again. Unless we could do 2 instead.... Bonnie Steve Quann wrote: Sure. I will send it to the listserve. Steve >>> "Ginnie Gorin" 6/25/2007 4:01 PM >>> Hi, Steve- When you have finished compiling, can you please send me the updated list, too? thnx, Ginnie Gorin EASTCONN Adult Education 21 Valley Street Willimantic, CT 06226 On 6/25/07, Steve Quann wrote: > > Sure, David. I am still working through some suggestions that folks like > Tommy McDonell sent me offline, so I will compile that and send that to the > list. So if there are any more suggestions let me know in the next day or > so. There are a number on computer basics and about the Internet, but I > don't see many on email. And there are only a couple on word processing. I > am also looking for a flash-animated tutorial from Australia,I think it was. > Thanks, > > > > Steve Quann > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > > >>> "David J. Rosen" 6/23/2007 8:07 AM >>> > Hi Steve, > > Could you send me your list? I want to add some of the keyboard > programs to the Literacy List. > > Thanks, > > David > > > On Jun 21, 2007, at 11:10 PM, Steve Quann wrote: > > > I now feel like I have a number of good sites for keyboarding and > > basic computer use. Thanks all. If anyone has recent tutorials for > > word processing, email and Internet use let me know. > > Best, > > > > > > Steve Quann > > World Education > > 44 Farnsworth Street > > Boston, MA > > 617.482.9485 > > > > > >>>> Michelle Brown 6/21/2007 7:13 PM >>> > > I have used the "sense-lang" typing program with my learners (in a > > multi-level class) and they loved it! I highly recommend it. > > --Michelle Brown > > > > "skillipedia.com Haji" wrote: A better > > flash program can be downloaded from http://www.sense-lang.org/ > > typing/ - the best I've seen. You can install it or use it online. > > > > Viz > > > > LaFerlazzo at aol.com wrote: My favorite one for English Language > > Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ > > schools/typing/). It has audio support. > > > > Larry > > > > > > > > > > --------------------------------- > > See what's free at AOL.com. > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to skillipedia at yahoo.co.uk > > > > > > > > > > Skillipedia:more than recruitment > > > > > > --------------------------------- > > New Yahoo! Mail is the ultimate force in competitive emailing. > > Find out more at the Yahoo! Mail Championships. Plus: play games > > and win prizes.---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to mfbir at yahoo.com > > > > > > Michelle Faith Brown > > > > Michelle Faith Brown > > mfbir at yahoo.com > > > > Read/Write/Now > > 204 Boston Road > > Springfield, MA 01109 > > 413.263.6839 > > > > > > --------------------------------- > > Need a vacation? Get great deals to amazing places on Yahoo! Travel. > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to djrosen at comcast.net > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to steve_quann at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to ggorin at gmail.com > ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070626/2c79b58b/attachment.html From bonniesophia at sbcglobal.net Tue Jun 26 11:35:11 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Tue, 26 Jun 2007 08:35:11 -0700 (PDT) Subject: [Technology 1124] Re: Your advice In-Reply-To: Message-ID: <821679.38789.qm@web83315.mail.sp1.yahoo.com> Tommy, Great idea. I don't think anyone in our online program has suggested this, and from the other side, I've seen writing center students struggle with their online instructors' instructions. i just hope they weren't doing the same in my online course. Best, Bonnie Odiorne, Ph.D. Adjunct professor, director, writing center, Post University Ginnie Gorin wrote: Hi, Steve- When you have finished compiling, can you please send me the updated list, too? thnx, Ginnie Gorin EASTCONN Adult Education 21 Valley Street Willimantic, CT 06226 On 6/25/07, Steve Quann wrote: Sure, David. I am still working through some suggestions that folks like Tommy McDonell sent me offline, so I will compile that and send that to the list. So if there are any more suggestions let me know in the next day or so. There are a number on computer basics and about the Internet, but I don't see many on email. And there are only a couple on word processing. I am also looking for a flash-animated tutorial from Australia,I think it was. Thanks, Steve Quann World Education 44 Farnsworth Street Boston, MA 617.482.9485 >>> "David J. Rosen" 6/23/2007 8:07 AM >>> Hi Steve, Could you send me your list? I want to add some of the keyboard programs to the Literacy List. Thanks, David On Jun 21, 2007, at 11:10 PM, Steve Quann wrote: > I now feel like I have a number of good sites for keyboarding and > basic computer use. Thanks all. If anyone has recent tutorials for > word processing, email and Internet use let me know. > Best, > > > Steve Quann > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > >>>> Michelle Brown 6/21/2007 7:13 PM >>> > I have used the "sense-lang" typing program with my learners (in a > multi-level class) and they loved it! I highly recommend it. > --Michelle Brown > > "skillipedia.com Haji" wrote: A better > flash program can be downloaded from http://www.sense-lang.org/ > typing/ - the best I've seen. You can install it or use it online. > > Viz > > LaFerlazzo at aol.com wrote: My favorite one for English Language > Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ > schools/typing/). It has audio support. > > Larry > > > > > --------------------------------- > See what's free at AOL.com. > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to skillipedia at yahoo.co.uk > > > > > Skillipedia:more than recruitment > > > --------------------------------- > New Yahoo! Mail is the ultimate force in competitive emailing. > Find out more at the Yahoo! Mail Championships. Plus: play games > and win prizes.---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mfbir at yahoo.com > > > Michelle Faith Brown > > Michelle Faith Brown > mfbir at yahoo.com > > Read/Write/Now > 204 Boston Road > Springfield, MA 01109 > 413.263.6839 > > > --------------------------------- > Need a vacation? Get great deals to amazing places on Yahoo! Travel. > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to steve_quann at worlded.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to ggorin at gmail.com ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070626/50ae036b/attachment.html From Tina_Luffman at yc.edu Tue Jun 26 12:18:49 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Tue, 26 Jun 2007 09:18:49 -0700 Subject: [Technology 1125] Re: FW: Kentucky Math In-Reply-To: <85257306.004D1231.00@alphaplus.ca> References: <85257306.004D1231.00@alphaplus.ca> Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070626/7b7e38a6/attachment.html From mhefner at cccti.edu Tue Jun 26 12:26:48 2007 From: mhefner at cccti.edu (Melinda Hefner) Date: Tue, 26 Jun 2007 12:26:48 -0400 Subject: [Technology 1126] Re: Tryout periods References: <852572FB.00632B63.00@alphaplus.ca> <002e01c7b678$cbdf5390$a500a8c0@nscdd05> <467FD3C1.3090002@twmi.rr.com> <20070625T154155Z_1F1A00170000@cccti.edu> <4680E5C3.84AA.0029.0@parkland.edu> Message-ID: <20070626T122648Z_1F1A00170000@cccti.edu> I'm so glad to hear that your students' computer literacy skills are assessed. We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.). You didn't mention this, but I assume that the assessments also measure sefl-management skills, learning styles, lifestyle considerations, hardware and software requirements, etc. Measuring students' perceptions of DL courses is also helpful since many first-time DL students think that DL courses are easier than seated or hybrid courses. I've seen lots of DL readiness assessments, but often they only address computer skills rather than also addressing the areas I mentioned above. As DL courses become more and more common and as student learning and student satisfaction data are analyzed, I believe that the importance of comprehensive distance learning readiness will emerge. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Susan Jones" 06/26/07 11:09 AM >>> I have seen exactly such readiness assessments. I'm pretty sure I had to take one before I took an online course here in 2000... but it wasn't a grad program. Starting recently, *all* our students have to take a "computer competency" assessment and course placement is recommended from that. (We have several levels of basic computer competency classes.) Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> Melinda Hefner 6/25/2007 2:41 PM >>> I'm jumping in here mid-stream so this may have been discussed previously. I have rarely seen in DL courses, especially for DL literacy courses, any kind of distance learning readiness assessment. You're so right when you say that "...it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles." I'm in a 100% online grad program and several of the folks have dropped out because their technical skills simply weren't adequate. I've found too many educators who have discounted the DL readiness piece and go on to blame the students for not being successful. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> Leslie Petty 06/25/07 10:40 AM >>> I agree. Some of the states in Project IDEAL have found that students who have an extensive orientation to the distance material - including plenty of time to "play" and get a feel for this instructional approach - tend to persist longer. If we want students to be successful, it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles. It's hard for them to make an informed decision about distance if they're unfamiliar with it, so the idea of try-out periods makes a great deal of sense. Leslie Petty Wendy Quinones wrote: I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods Hi, Nancy from Toronto here again in response to the issue of learner retention. Recruitment and retention have been the focus of much discussion during the distance delivery research we have been engaged in at the AlphaPlus Centre with the four sites that have been exploring distance delivery. Retention has also been a noted interest in what happens in short online courses that we have developed and delivered as part of AlphaRoute for the past three years. Our emerging and currently only form of new content for AlphaRoute this year is online courses. Our courses are four weeks long. For the first two years they were delivered in a discussion forum - Web Board (supported by an external course web site) as part of AlphaRoute. This year we are offering the courses in Moodle. You can take a look at the course topic list and external course web sites at: www.resources.alpharoute.org > Resources > Online courses for adult literacy students What we have found in terms of retention is that for the first two weeks, students are gung-ho, and then we see a drop-off in week three that is sustained through week four. Generally we have found that a third of the students that enroll in a course complete it and receive a course certificate of participation. Interesting what you share David about a two-week period being perhaps the right amount to try-out time. I should note that we acknowledge there is a continuum of learning for us all, and so for a student to take the step and enroll in an AlphaRoute online course is in fact a learning step. Trying it out for a week or two to see how it works and then not continuing is also learning. Committing to take the course and complete the work to achieve the certificate at the end (and learning some cool stuff along the way) is a goal for us. And in the world of demonstrating literacy learning and a range of skills, can make for a great demonstration. But we would like to think that our courses are so valuable to learners and engaging that they will all move from start to finish. It isn't realistic that they will though - because of that continuum of learning. >From the stats and knowledge of the programs that the students enrolled in the courses come from, the highest retention rates come from students whose instructor has included the AlphaRoute online course within their instruction and where students are in a computer lab at the same time taking the course. So motivation and support (instructor and peer) are onsite. However, the course facilitator is at a distance and does contribute to a motivating and retention aspect of student support. The development of online courses in AlphaRoute has not been done within a research project or model. We are learning as we go and writing articles and sharing information as we learn. Our challenge at this point is to focus on that three week drop-off reality and see what we can do from the course content and development side to attempt to support learners in sustaining their involvement past that drop-off point. Any suggestions or ideas from the range of instructors and researchers participating in this discussion are more than welcome! Nancy Friday "David J. Rosen" on 06/15/2007 09:01:41 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1064] Tryout periods Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wbquinones at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com -- ********************************* Leslie Petty Associate Director, Project IDEAL University of Michigan Institute for Social Research 734-425-0748 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070626/f8b6c243/attachment.html From bonniesophia at sbcglobal.net Tue Jun 26 13:37:42 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Tue, 26 Jun 2007 10:37:42 -0700 (PDT) Subject: [Technology 1127] Re: Your advice In-Reply-To: <123457.13771.qm@web83303.mail.sp1.yahoo.com> Message-ID: <853947.17690.qm@web83311.mail.sp1.yahoo.com> My apologies to the list for inadvertently sending a private message to the list: she wasn't even a member of the list serve, so I have no clue how that happened. I guess I need the technology list serve in a more remedial way than I knew... Bonnie Odiorne Bonnie Odiorne wrote: I meant 1. It turns out that again, I have a conflict with a new student orientation, but I've got someone to cover. I don't want to delay this again. Unless we could do 2 instead.... Bonnie Steve Quann wrote: Sure. I will send it to the listserve. Steve >>> "Ginnie Gorin" 6/25/2007 4:01 PM >>> Hi, Steve- When you have finished compiling, can you please send me the updated list, too? thnx, Ginnie Gorin EASTCONN Adult Education 21 Valley Street Willimantic, CT 06226 On 6/25/07, Steve Quann wrote: > > Sure, David. I am still working through some suggestions that folks like > Tommy McDonell sent me offline, so I will compile that and send that to the > list. So if there are any more suggestions let me know in the next day or > so. There are a number on computer basics and about the Internet, but I > don't see many on email. And there are only a couple on word processing. I > am also looking for a flash-animated tutorial from Australia,I think it was. > Thanks, > > > > Steve Quann > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > > >>> "David J. Rosen" 6/23/2007 8:07 AM >>> > Hi Steve, > > Could you send me your list? I want to add some of the keyboard > programs to the Literacy List. > > Thanks, > > David > > > On Jun 21, 2007, at 11:10 PM, Steve Quann wrote: > > > I now feel like I have a number of good sites for keyboarding and > > basic computer use. Thanks all. If anyone has recent tutorials for > > word processing, email and Internet use let me know. > > Best, > > > > > > Steve Quann > > World Education > > 44 Farnsworth Street > > Boston, MA > > 617.482.9485 > > > > > >>>> Michelle Brown 6/21/2007 7:13 PM >>> > > I have used the "sense-lang" typing program with my learners (in a > > multi-level class) and they loved it! I highly recommend it. > > --Michelle Brown > > > > "skillipedia.com Haji" wrote: A better > > flash program can be downloaded from http://www.sense-lang.org/ > > typing/ - the best I've seen. You can install it or use it online. > > > > Viz > > > > LaFerlazzo at aol.com wrote: My favorite one for English Language > > Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ > > schools/typing/). It has audio support. > > > > Larry > > > > > > > > > > --------------------------------- > > See what's free at AOL.com. > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to skillipedia at yahoo.co.uk > > > > > > > > > > Skillipedia:more than recruitment > > > > > > --------------------------------- > > New Yahoo! Mail is the ultimate force in competitive emailing. > > Find out more at the Yahoo! Mail Championships. Plus: play games > > and win prizes.---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to mfbir at yahoo.com > > > > > > Michelle Faith Brown > > > > Michelle Faith Brown > > mfbir at yahoo.com > > > > Read/Write/Now > > 204 Boston Road > > Springfield, MA 01109 > > 413.263.6839 > > > > > > --------------------------------- > > Need a vacation? Get great deals to amazing places on Yahoo! Travel. > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to djrosen at comcast.net > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to steve_quann at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to ggorin at gmail.com > ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070626/89534e35/attachment.html From HSilver-Pacuilla at air.org Tue Jun 26 13:02:40 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Tue, 26 Jun 2007 13:02:40 -0400 Subject: [Technology 1128] Re: pre assessments for online learning In-Reply-To: <20070626T122648Z_1F1A00170000@cccti.edu> Message-ID: Hi everyone - great to see the conversation keeping up at such a robust level! I just wanted to raise a point from my research review as well as my personal work and research with students. I would caution against pre-assessments that screen people out of classes. Pre assessments in our literacy and ESOL world should screen people *into* the right environments for their skills, otherwise we will lose them - again. Students who responded to evaluations of their online learning experience unanimously say that they learned computer skills AND self-directed learning habits *by* participating. This is a very fine line in service delivery, I know, but I think the key is to encourage students to try and then have supports on hand as/when they need them. We also have to keep pushing to produce and use better, more responsive instructional materials that teach the skills necessary to learn from them. Good luck to all of us! Heidi Silver-Pacuilla, Ph.D. American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) 202.403.5454 (Fax) ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Melinda Hefner Sent: Tuesday, June 26, 2007 12:27 PM To: The Technology and Literacy Discussion List Subject: [Technology 1126] Re: Tryout periods I'm so glad to hear that your students' computer literacy skills are assessed. We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.). You didn't mention this, but I assume that the assessments also measure sefl-management skills, learning styles, lifestyle considerations, hardware and software requirements, etc. Measuring students' perceptions of DL courses is also helpful since many first-time DL students think that DL courses are easier than seated or hybrid courses. I've seen lots of DL readiness assessments, but often they only address computer skills rather than also addressing the areas I mentioned above. As DL courses become more and more common and as student learning and student satisfaction data are analyzed, I believe that the importance of comprehensive distance learning readiness will emerge. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Susan Jones" 06/26/07 11:09 AM >>> I have seen exactly such readiness assessments. I'm pretty sure I had to take one before I took an online course here in 2000... but it wasn't a grad program. Starting recently, *all* our students have to take a "computer competency" assessment and course placement is recommended from that. (We have several levels of basic computer competency classes.) Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> Melinda Hefner 6/25/2007 2:41 PM >>> I'm jumping in here mid-stream so this may have been discussed previously. I have rarely seen in DL courses, especially for DL literacy courses, any kind of distance learning readiness assessment. You're so right when you say that "...it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles." I'm in a 100% online grad program and several of the folks have dropped out because their technical skills simply weren't adequate. I've found too many educators who have discounted the DL readiness piece and go on to blame the students for not being successful. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> Leslie Petty 06/25/07 10:40 AM >>> I agree. Some of the states in Project IDEAL have found that students who have an extensive orientation to the distance material - including plenty of time to "play" and get a feel for this instructional approach - tend to persist longer. If we want students to be successful, it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles. It's hard for them to make an informed decision about distance if they're unfamiliar with it, so the idea of try-out periods makes a great deal of sense. Leslie Petty Wendy Quinones wrote: I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods Hi, Nancy from Toronto here again in response to the issue of learner retention. Recruitment and retention have been the focus of much discussion during the distance delivery research we have been engaged in at the AlphaPlus Centre with the four sites that have been exploring distance delivery. Retention has also been a noted interest in what happens in short online courses that we have developed and delivered as part of AlphaRoute for the past three years. Our emerging and currently only form of new content for AlphaRoute this year is online courses. Our courses are four weeks long. For the first two years they were delivered in a discussion forum - Web Board (supported by an external course web site) as part of AlphaRoute. This year we are offering the courses in Moodle. You can take a look at the course topic list and external course web sites at: www.resources.alpharoute.org > Resources > Online courses for adult literacy students What we have found in terms of retention is that for the first two weeks, students are gung-ho, and then we see a drop-off in week three that is sustained through week four. Generally we have found that a third of the students that enroll in a course complete it and receive a course certificate of participation. Interesting what you share David about a two-week period being perhaps the right amount to try-out time. I should note that we acknowledge there is a continuum of learning for us all, and so for a student to take the step and enroll in an AlphaRoute online course is in fact a learning step. Trying it out for a week or two to see how it works and then not continuing is also learning. Committing to take the course and complete the work to achieve the certificate at the end (and learning some cool stuff along the way) is a goal for us. And in the world of demonstrating literacy learning and a range of skills, can make for a great demonstration. But we would like to think that our courses are so valuable to learners and engaging that they will all move from start to finish. It isn't realistic that they will though - because of that continuum of learning. >From the stats and knowledge of the programs that the students enrolled in the courses come from, the highest retention rates come from students whose instructor has included the AlphaRoute online course within their instruction and where students are in a computer lab at the same time taking the course. So motivation and support (instructor and peer) are onsite. However, the course facilitator is at a distance and does contribute to a motivating and retention aspect of student support. The development of online courses in AlphaRoute has not been done within a research project or model. We are learning as we go and writing articles and sharing information as we learn. Our challenge at this point is to focus on that three week drop-off reality and see what we can do from the course content and development side to attempt to support learners in sustaining their involvement past that drop-off point. Any suggestions or ideas from the range of instructors and researchers participating in this discussion are more than welcome! Nancy Friday "David J. Rosen" on 06/15/2007 09:01:41 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1064] Tryout periods Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wbquinones at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com -- ********************************* Leslie Petty Associate Director, Project IDEAL University of Michigan Institute for Social Research 734-425-0748 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070626/4d93fd08/attachment.html From Tina_Luffman at yc.edu Tue Jun 26 13:07:50 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Tue, 26 Jun 2007 10:07:50 -0700 Subject: [Technology 1129] Re: Tryout periods In-Reply-To: <20070626T122648Z_1F1A00170000@cccti.edu> References: <852572FB.00632B63.00@alphaplus.ca> <002e01c7b678$cbdf5390$a500a8c0@nscdd05> <467FD3C1.3090002@twmi.rr.com> <20070625T154155Z_1F1A00170000@cccti.edu> <4680E5C3.84AA.0029.0@parkland.edu>, <20070626T122648Z_1F1A00170000@cccti.edu> Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070626/48d54990/attachment.html From mhefner at cccti.edu Tue Jun 26 14:12:09 2007 From: mhefner at cccti.edu (Melinda Hefner) Date: Tue, 26 Jun 2007 14:12:09 -0400 Subject: [Technology 1130] Re: pre assessments for online learning References: <20070626T122648Z_1F1A00170000@cccti.edu> Message-ID: <20070626T141209Z_1F1A00170000@cccti.edu> I wholeheartedly agree that assessments should not be used as a means of excluding students, but rather as a means of developing or accessing appropriate support resources; modifying curricula; providing adequate instructional support; providing instructors sufficient time to really engage DL students and to develop online relationships and learning communities, etc. I even MORE wholeheartedly agree that we need to continually evaluate and improve instructional materials that teach the skills necessary for the students to learn. Providing a class using screenshots of a desktop that has a Windows 95 operating system, never using Flash or discussion boards, not knowing how to access media-rich online content, etc. raise huge red flags. I know that keeping up with technology is challenging, but if we don't do it, our students suffer. I'm blessed to work in a community college that values its literacy students, faculty, and staff. But there are many literacy programs that don't have the abundance of resources that we do. How are we to prepare students for success in a global economy that is often technology mediated if we don't have sufficient resources? But that is a conversation for another day. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Silver-Pacuilla, Heidi" 06/26/07 1:02 PM >>> Hi everyone ? great to see the conversation keeping up at such a robust level! I just wanted to raise a point from my research review as well as my personal work and research with students. I would caution against pre-assessments that screen people out of classes. Pre assessments in our literacy and ESOL world should screen people *into* the right environments for their skills, otherwise we will lose them - again. Students who responded to evaluations of their online learning experience unanimously say that they learned computer skills AND self-directed learning habits *by* participating. This is a very fine line in service delivery, I know, but I think the key is to encourage students to try and then have supports on hand as/when they need them. We also have to keep pushing to produce and use better, more responsive instructional materials that teach the skills necessary to learn from them. Good luck to all of us! Heidi Silver-Pacuilla, Ph.D. American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) 202.403.5454 (Fax) From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Melinda Hefner Sent: Tuesday, June 26, 2007 12:27 PM To: The Technology and Literacy Discussion List Subject: [Technology 1126] Re: Tryout periods I'm so glad to hear that your students' computer literacy skills are assessed. We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.). You didn't mention this, but I assume that the assessments also measure sefl-management skills, learning styles, lifestyle considerations, hardware and software requirements, etc. Measuring students' perceptions of DL courses is also helpful since many first-time DL students think that DL courses are easier than seated or hybrid courses. I've seen lots of DL readiness assessments, but often they only address computer skills rather than also addressing the areas I mentioned above. As DL courses become more and more common and as student learning and student satisfaction data are analyzed, I believe that the importance of comprehensive distance learning readiness will emerge. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Susan Jones" 06/26/07 11:09 AM >>> I have seen exactly such readiness assessments. I'm pretty sure I had to take one before I took an online course here in 2000... but it wasn't a grad program. Starting recently, *all* our students have to take a "computer competency" assessment and course placement is recommended from that. (We have several levels of basic computer competency classes.) Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> Melinda Hefner 6/25/2007 2:41 PM >>> I'm jumping in here mid-stream so this may have been discussed previously. I have rarely seen in DL courses, especially for DL literacy courses, any kind of distance learning readiness assessment. You're so right when you say that "...it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles." I'm in a 100% online grad program and several of the folks have dropped out because their technical skills simply weren't adequate. I've found too many educators who have discounted the DL readiness piece and go on to blame the students for not being successful. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> Leslie Petty 06/25/07 10:40 AM >>> I agree. Some of the states in Project IDEAL have found that students who have an extensive orientation to the distance material - including plenty of time to "play" and get a feel for this instructional approach - tend to persist longer. If we want students to be successful, it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles. It's hard for them to make an informed decision about distance if they're unfamiliar with it, so the idea of try-out periods makes a great deal of sense. Leslie Petty Wendy Quinones wrote: I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods Hi, Nancy from Toronto here again in response to the issue of learner retention. Recruitment and retention have been the focus of much discussion during the distance delivery research we have been engaged in at the AlphaPlus Centre with the four sites that have been exploring distance delivery. Retention has also been a noted interest in what happens in short online courses that we have developed and delivered as part of AlphaRoute for the past three years. Our emerging and currently only form of new content for AlphaRoute this year is online courses. Our courses are four weeks long. For the first two years they were delivered in a discussion forum - Web Board (supported by an external course web site) as part of AlphaRoute. This year we are offering the courses in Moodle. You can take a look at the course topic list and external course web sites at: www.resources.alpharoute.org > Resources > Online courses for adult literacy students What we have found in terms of retention is that for the first two weeks, students are gung-ho, and then we see a drop-off in week three that is sustained through week four. Generally we have found that a third of the students that enroll in a course complete it and receive a course certificate of participation. Interesting what you share David about a two-week period being perhaps the right amount to try-out time. I should note that we acknowledge there is a continuum of learning for us all, and so for a student to take the step and enroll in an AlphaRoute online course is in fact a learning step. Trying it out for a week or two to see how it works and then not continuing is also learning. Committing to take the course and complete the work to achieve the certificate at the end (and learning some cool stuff along the way) is a goal for us. And in the world of demonstrating literacy learning and a range of skills, can make for a great demonstration. But we would like to think that our courses are so valuable to learners and engaging that they will all move from start to finish. It isn't realistic that they will though - because of that continuum of learning. >From the stats and knowledge of the programs that the students enrolled in the courses come from, the highest retention rates come from students whose instructor has included the AlphaRoute online course within their instruction and where students are in a computer lab at the same time taking the course. So motivation and support (instructor and peer) are onsite. However, the course facilitator is at a distance and does contribute to a motivating and retention aspect of student support. The development of online courses in AlphaRoute has not been done within a research project or model. We are learning as we go and writing articles and sharing information as we learn. Our challenge at this point is to focus on that three week drop-off reality and see what we can do from the course content and development side to attempt to support learners in sustaining their involvement past that drop-off point. Any suggestions or ideas from the range of instructors and researchers participating in this discussion are more than welcome! Nancy Friday "David J. Rosen" on 06/15/2007 09:01:41 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1064] Tryout periods Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wbquinones at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com -- ********************************* Leslie Petty Associate Director, Project IDEAL University of Michigan Institute for Social Research 734-425-0748 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070626/b8a49e27/attachment.html From dsatin at verizon.net Tue Jun 26 16:32:54 2007 From: dsatin at verizon.net (Diana Satin) Date: Tue, 26 Jun 2007 16:32:54 -0400 Subject: [Technology 1131] Re: pre assessments for online learning References: Message-ID: <064d01c7b831$2d9fe3b0$020fa8c0@DSQ> Hi-- Many very good points made here. I can tell the story of one student to illustrate those regarding screening, prerequisite computer skills, and the perhaps un-screenable factor of motivation. During my most recent recruitment for our program's English for All-based course (mostly DL with optional supplementary support available), one person I phoned from our waitlist was unable to speak with me in English. I explained to Luis (in my elementary-level Spanish) that the course was likely to be challenging, but he was welcome to try it and see how he felt. At the face-to-face orientation, he had great difficulty conversing with the other students but was able to follow along by watching how to navigate the course website. At home, he had numerous technical issues: First, he didn't have lots of computer experience and didn't own a computer, but bought one, motivated by the course. Then, he couldn't view the videos because of a software snafu. I (and my more fluently Spanish-speaking husband) explained another way he could access the videos using iTunes, which he had his more computer-savvy brother help him work out. He also has had language difficulties: When I called to check in on Luis because I saw he wasn't moving forward in the course, he said he was having difficulty understanding the videos. I explained how he could resize the iTunes window and the English for All window, so he could read the text of the video as he viewed the movie in order to aid his comprehension. When I asked him how he feels in the course, what with the difficulties and all, he says he's learning the language, and he does not have another opportunity to learn because he isn't enrolled in any other course. (Luis was able to hold this conversation completely in English! Struggling, but all in English.) So, Luis is an example of someone who could have been screened out due to his limited computer and language skills. However, he's persisted in this primarily DL course for 2-1/2 months, he's improved his computer knowledge through his involvement with the class, and he's earning mostly 100% scores on his coursework. Other students who passed the screening because of their stronger computer and language skills haven't persisted as Luis has. Diana Satin Jamaica Plain Community Centers Adult Learning Program Boston, MA 781.352.4540 ----- Original Message ----- From: Silver-Pacuilla, Heidi To: The Technology and Literacy Discussion List Sent: Tuesday, June 26, 2007 1:02 PM Subject: [Technology 1128] Re: pre assessments for online learning Hi everyone - great to see the conversation keeping up at such a robust level! I just wanted to raise a point from my research review as well as my personal work and research with students. I would caution against pre-assessments that screen people out of classes. Pre assessments in our literacy and ESOL world should screen people *into* the right environments for their skills, otherwise we will lose them - again. Students who responded to evaluations of their online learning experience unanimously say that they learned computer skills AND self-directed learning habits *by* participating. This is a very fine line in service delivery, I know, but I think the key is to encourage students to try and then have supports on hand as/when they need them. We also have to keep pushing to produce and use better, more responsive instructional materials that teach the skills necessary to learn from them. Good luck to all of us! Heidi Silver-Pacuilla, Ph.D. American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) 202.403.5454 (Fax) ------------------------------------------------------------------------------ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Melinda Hefner Sent: Tuesday, June 26, 2007 12:27 PM To: The Technology and Literacy Discussion List Subject: [Technology 1126] Re: Tryout periods I'm so glad to hear that your students' computer literacy skills are assessed. We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.). You didn't mention this, but I assume that the assessments also measure sefl-management skills, learning styles, lifestyle considerations, hardware and software requirements, etc. Measuring students' perceptions of DL courses is also helpful since many first-time DL students think that DL courses are easier than seated or hybrid courses. I've seen lots of DL readiness assessments, but often they only address computer skills rather than also addressing the areas I mentioned above. As DL courses become more and more common and as student learning and student satisfaction data are analyzed, I believe that the importance of comprehensive distance learning readiness will emerge. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Susan Jones" 06/26/07 11:09 AM >>> I have seen exactly such readiness assessments. I'm pretty sure I had to take one before I took an online course here in 2000... but it wasn't a grad program. Starting recently, *all* our students have to take a "computer competency" assessment and course placement is recommended from that. (We have several levels of basic computer competency classes.) Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> Melinda Hefner 6/25/2007 2:41 PM >>> I'm jumping in here mid-stream so this may have been discussed previously. I have rarely seen in DL courses, especially for DL literacy courses, any kind of distance learning readiness assessment. You're so right when you say that "...it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles." I'm in a 100% online grad program and several of the folks have dropped out because their technical skills simply weren't adequate. I've found too many educators who have discounted the DL readiness piece and go on to blame the students for not being successful. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> Leslie Petty 06/25/07 10:40 AM >>> I agree. Some of the states in Project IDEAL have found that students who have an extensive orientation to the distance material - including plenty of time to "play" and get a feel for this instructional approach - tend to persist longer. If we want students to be successful, it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles. It's hard for them to make an informed decision about distance if they're unfamiliar with it, so the idea of try-out periods makes a great deal of sense. Leslie Petty Wendy Quinones wrote: I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods Hi, Nancy from Toronto here again in response to the issue of learner retention. Recruitment and retention have been the focus of much discussion during the distance delivery research we have been engaged in at the AlphaPlus Centre with the four sites that have been exploring distance delivery. Retention has also been a noted interest in what happens in short online courses that we have developed and delivered as part of AlphaRoute for the past three years. Our emerging and currently only form of new content for AlphaRoute this year is online courses. Our courses are four weeks long. For the first two years they were delivered in a discussion forum - Web Board (supported by an external course web site) as part of AlphaRoute. This year we are offering the courses in Moodle. You can take a look at the course topic list and external course web sites at: www.resources.alpharoute.org > Resources > Online courses for adult literacy students What we have found in terms of retention is that for the first two weeks, students are gung-ho, and then we see a drop-off in week three that is sustained through week four. Generally we have found that a third of the students that enroll in a course complete it and receive a course certificate of participation. Interesting what you share David about a two-week period being perhaps the right amount to try-out time. I should note that we acknowledge there is a continuum of learning for us all, and so for a student to take the step and enroll in an AlphaRoute online course is in fact a learning step. Trying it out for a week or two to see how it works and then not continuing is also learning. Committing to take the course and complete the work to achieve the certificate at the end (and learning some cool stuff along the way) is a goal for us. And in the world of demonstrating literacy learning and a range of skills, can make for a great demonstration. But we would like to think that our courses are so valuable to learners and engaging that they will all move from start to finish. It isn't realistic that they will though - because of that continuum of learning. >From the stats and knowledge of the programs that the students enrolled in the courses come from, the highest retention rates come from students whose instructor has included the AlphaRoute online course within their instruction and where students are in a computer lab at the same time taking the course. So motivation and support (instructor and peer) are onsite. However, the course facilitator is at a distance and does contribute to a motivating and retention aspect of student support. The development of online courses in AlphaRoute has not been done within a research project or model. We are learning as we go and writing articles and sharing information as we learn. Our challenge at this point is to focus on that three week drop-off reality and see what we can do from the course content and development side to attempt to support learners in sustaining their involvement past that drop-off point. Any suggestions or ideas from the range of instructors and researchers participating in this discussion are more than welcome! Nancy Friday "David J. Rosen" on 06/15/2007 09:01:41 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1064] Tryout periods Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wbquinones at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com -- ********************************* Leslie Petty Associate Director, Project IDEAL University of Michigan Institute for Social Research 734-425-0748 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to steve_quann at worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070626/316e1492/attachment.html From joyess1 at gmail.com Tue Jun 26 18:47:36 2007 From: joyess1 at gmail.com (Lissa probus) Date: Tue, 26 Jun 2007 18:47:36 -0400 Subject: [Technology 1132] Re: pre assessments for online learning In-Reply-To: References: <20070626T122648Z_1F1A00170000@cccti.edu> Message-ID: <9c70ff110706261547v21ffa565ja7de9c38983a34c3@mail.gmail.com> Melinda - I want to respond to your statement: "We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.)." The problem with assessing for these skills seems to me to be that they are course and interface specific. As a doc student, I have used several versions of blackboard, three university email systems and programmed web sites to accept user content. I still have to learn how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc anew with every new system I encounter. I know many ways this CAN work, but it is essential that technical support for the specific interface be included in the instruction and targeted at the learning group expected to use the interface. This is not like climbing the stairs to enter the building - its as if new ways of building stairs were being invented every day - sometimes at the same building! Interestingly enough, this is occasionally an exercise in internet history, while many commecial websites make this interface seamless and intuitive - many educational providers are either at the mercy of an antiquated system or buying an interface that is not consistently applied. On 6/26/07, Silver-Pacuilla, Heidi wrote: > > Hi everyone ? great to see the conversation keeping up at such a robust > level! I just wanted to raise a point from my research review as well as my > personal work and research with students. I would caution against > pre-assessments that screen people out of classes. Pre assessments in our > literacy and ESOL world should screen people **into** the right > environments for their skills, otherwise we will lose them - again. Students > who responded to evaluations of their online learning experience unanimously > say that they learned computer skills AND self-directed learning habits ** > by** participating. This is a very fine line in service delivery, I know, > but I think the key is to encourage students to try and then have supports > on hand as/when they need them. We also have to keep pushing to produce and > use better, more responsive instructional materials that teach the skills > necessary to learn from them. > > Good luck to all of us! > > > > Heidi Silver-Pacuilla, Ph.D. > > American Institutes for Research > > 1000 Thomas Jefferson Street NW > > Washington, DC 20007 > > 202.403.5218 (Phone) > > 202.403.5454 (Fax) > ------------------------------ > > *From:* technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] *On > Behalf Of *Melinda Hefner > *Sent:* Tuesday, June 26, 2007 12:27 PM > *To:* The Technology and Literacy Discussion List > *Subject:* [Technology 1126] Re: Tryout periods > > > > I'm so glad to hear that your students' computer literacy skills are > assessed. We've found that students often think that the computer skills > they have are sufficient for a DL course, when they aren't. (They may > e-mail and use the internet, but not know how to save files, upload files, > use discussion boards, use digital drop boxes, use virtual classrooms, etc., > etc.). > > > > You didn't mention this, but I assume that the assessments also measure > sefl-management skills, learning styles, lifestyle considerations, hardware > and software requirements, etc. Measuring students' perceptions of DL > courses is also helpful since many first-time DL students think that DL > courses are easier than seated or hybrid courses. > > > > I've seen lots of DL readiness assessments, but often they only address > computer skills rather than also addressing the areas I mentioned above. As > DL courses become more and more common and as student learning and student > satisfaction data are analyzed, I believe that the importance of > comprehensive distance learning readiness will emerge. > > > > > > Melinda M. Hefner > Director, Literacy Support Services > > > > Basic Skills Department > Caldwell Community College and Technical Institute > 2855 Hickory Blvd. > Hudson, North Carolina 28638 > Office: (828) 726-2245 > FAX: (828) 726-2266 > > > > > > > > > > > > > >>> "Susan Jones" 06/26/07 11:09 AM >>> > > I have seen exactly such readiness assessments. I'm pretty sure I had to > take one before I took an online course here in 2000... but it wasn't a grad > program. Starting recently, *all* our students have to take a "computer > competency" assessment and course placement is recommended from that. (We > have several levels of basic computer competency classes.) > > Susan Jones > Academic Development Specialist > Academic Development Center > Parkland College > Champaign, IL 61821 > sujones at parkland.edu > Webmastress, > http://www.resourceroom.net > http://bicyclecu.blogspot.com > > > >>> Melinda Hefner 6/25/2007 2:41 PM >>> > I'm jumping in here mid-stream so this may have been discussed > previously. > > I have rarely seen in DL courses, especially for DL literacy courses, any > kind of distance learning readiness assessment. You're so right when you > say that "...it seems reasonable that we help them find the instructional > method or class that best fits their needs and learning styles." I'm in a > 100% online grad program and several of the folks have dropped out because > their technical skills simply weren't adequate. I've found too many > educators who have discounted the DL readiness piece and go on to blame the > students for not being successful. > > Melinda M. Hefner > Director, Literacy Support Services > > Basic Skills Department > Caldwell Community College and Technical Institute > 2855 Hickory Blvd. > Hudson, North Carolina 28638 > Office: (828) 726-2245 > FAX: (828) 726-2266 > > > > > > > >>> Leslie Petty 06/25/07 10:40 AM >>> > > I agree. Some of the states in Project IDEAL have found that students who > have an extensive orientation to the distance material - including plenty of > time to "play" and get a feel for this instructional approach - tend to > persist longer. If we want students to be successful, it seems reasonable > that we help them find the instructional method or class that best fits > their needs and learning styles. It's hard for them to make an informed > decision about distance if they're unfamiliar with it, so the idea of > try-out periods makes a great deal of sense. > > Leslie Petty > > Wendy Quinones wrote: > I'm a little late getting back to this, but I love the point you made, > Nancy, about the try-out being a learning experience even if the course > isn't completed. I've found that to be the case with PD online as well, > with teachers trying out the online experience and deciding they > definitely > don't like it and leaving; others finding that the material or the > participant interaction to be so valuable that they persist in the face of > > all kinds of technical and personal difficulties. Not too different from > our students, I think. In this age of accountability we focus perhaps to > much on outcomes and not enough on process and what can be learned from > it, > regardless of outcome. > > Wendy Quinones > ----- Original Message ----- > From: > To: "The Technology and Literacy Discussion List" > Sent: Friday, June 15, 2007 2:03 PM > Subject: [Technology 1073] Re: Tryout periods > > > > Hi, > > Nancy from Toronto here again in response to the issue of learner > retention. > Recruitment and retention have been the focus of much discussion during > the > distance delivery research we have been engaged in at the AlphaPlus Centre > > with > the four sites that have been exploring distance delivery. > > Retention has also been a noted interest in what happens in short online > courses > that we have developed and delivered as part of AlphaRoute for the past > three > years. Our emerging and currently only form of new content for AlphaRoute > > this > year is online courses. Our courses are four weeks long. For the first > two > years they were delivered in a discussion forum - Web Board (supported by > an > external course web site) as part of AlphaRoute. This year we are > offering the > courses in Moodle. You can take a look at the course topic list and > external > course web sites at: > www.resources.alpharoute.org > Resources > Online courses for adult > literacy > students > > What we have found in terms of retention is that for the first two weeks, > students are gung-ho, and then we see a drop-off in week three that is > sustained > through week four. Generally we have found that a third of the students > that > enroll in a course complete it and receive a course certificate of > participation. > > Interesting what you share David about a two-week period being perhaps the > > right > amount to try-out time. > > I should note that we acknowledge there is a continuum of learning for us > all, > and so for a student to take the step and enroll in an AlphaRoute online > course > is in fact a learning step. Trying it out for a week or two to see how it > > works > and then not continuing is also learning. Committing to take the course > and > complete the work to achieve the certificate at the end (and learning some > > cool > stuff along the way) is a goal for us. And in the world of demonstrating > literacy learning and a range of skills, can make for a great > demonstration. > But we would like to think that our courses are so valuable to learners > and > engaging that they will all move from start to finish. It isn't realistic > > that > they will though - because of that continuum of learning. > > >From the stats and knowledge of the programs that the students enrolled > in > > the > > courses come from, the highest retention rates come from students whose > instructor has included the AlphaRoute online course within their > instruction > and where students are in a computer lab at the same time taking the > course. So > motivation and support (instructor and peer) are onsite. However, the > course > facilitator is at a distance and does contribute to a motivating and > retention > aspect of student support. The development of online courses in > AlphaRoute has > not been done within a research project or model. We are learning as we > go and > writing articles and sharing information as we learn. Our challenge at > this > point is to focus on that three week drop-off reality and see what we can > do > from the course content and development side to attempt to support > learners in > sustaining their involvement past that drop-off point. > > Any suggestions or ideas from the range of instructors and researchers > participating in this discussion are more than welcome! > > Nancy Friday > > > > > > > > > > "David J. Rosen" on 06/15/2007 09:01:41 AM > > Please respond to The Technology and Literacy Discussion List > > > > > > > > > > To: The Technology and Literacy Discussion List > > > cc: (bcc: Nancy Friday) > > > > Subject: [Technology 1064] Tryout periods > > > > > > > > > Distance Learning Technology Colleagues, > > Earlier this week, in response to a message Heidi Silver-Pacuilla had > posted, Holly Dilatush wrote: > > "too many learners register, show up one week, then drop before/ > without completing 12 hours/first episode. Follow-up (to attempt to > determine WHY) has been challenging -- guesswork more than documented > responses. There > are SO many extenuating circumstances." > > For many adult learners, especially those who choose online options, > and for many reasons, we need to design/include/expect a "tryout > period" a short online learning experience -- perhaps two weeks -- > sampling the material, process and technology used in the longer, > online learning. At the end of the tryout, participants can stop (if > they were experimenting with the medium, are not happy with the > content, can't make the longer commitment, or for any other reason). > Those who are ready to commit, can do so, and at that point begin to > be counted in the DOE-funded system. > > Does an example of this already exist somewhere? If so, how is the > tryout period funded? (State and local funders and private funders > need to pick up the costs of this "tryout") > > I believe we need the same sort of tryout period for teachers doing > online professional development. Does a model of this exist somewhere? > > Your thoughts? > > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to nfriday at alphaplus.ca > > > =========================================================== > Nancy Friday > AlphaRoute Coordinator > AlphaPlus Centre (http://alphaplus.ca) > Telephone: (416) 322-1012 x.305 > Fax: 1-800-788-1417 > TTY: 1-800-788-1912 > nancy.friday at alphaplus.ca > ============================================================ > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to wbquinones at comcast.net > > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to lpetty at twmi.rr.com > > > > > > > -- > ********************************* > Leslie Petty > Associate Director, Project IDEAL > University of Michigan > Institute for Social Research > 734-425-0748 > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mhefner at cccti.edu > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to joyess1 at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070626/bdc98c54/attachment.html From Cindy.Marston at prin.edu Wed Jun 27 10:36:38 2007 From: Cindy.Marston at prin.edu (Cindy Marston) Date: Wed, 27 Jun 2007 09:36:38 -0500 Subject: [Technology 1133] Re: FW: Kentucky Math In-Reply-To: References: <85257306.004D1231.00@alphaplus.ca> Message-ID: Hi all, I've been "lurking" and enjoying the conversations for quite some time. But my husband is a high school math teacher (and I had shared the KY Math clip with him) and so I asked what he thought about Tina's question. Here is his response: What is the purpose of the problem being solved? Often the end result isn't the most important thing, it's the process. Why does the teacher want a particular method? If it's because that's the only method they know or are comfortable with, that's a lousy reason. But sometimes that method may be what's important. For example, on my tests I often say: Solve using the methods of calculus, because I want to see that they've learned calculus, not that they can get the correct answer from some shortcut they learned in Physics. Students should be encouraged to be independent and creative problem-solvers, not just algorithm memorizers. They should see that often there are several ways of solving a problem and the best way depends on the particular problem. (Maybe the teacher wants to make sure they know several methods and asked them to use a particular method on this problem.) Also, it's not uncommon for a student not to get credit for a right answer if they don't show any work, or if they use guess and check to arrive at the answer. I guess I can sum this up by saying, yes, in general teachers should accept (and encourage) well thought-out and explained or justified answers instead of saying, nope, that's not my method. However, there could also be a legitimate reason not to accept something different. Make sense? Knowing what I know now (coming from training adults in a business environment to working with teachers and students in their use of technology in a school environment and being a parent), I'd be inclined to have a conversation with the teacher - to ask what the purpose was and either get a sense of peace for myself (and daughter) or at least give the teacher an awareness of other ways of approaching teaching. Thanks to all for the thoughtful questions and the creative and inspiring ideas! Cindy Marston Academic Technology Coordinator The Principia St. Louis, MO 63131 314-514-3137 cindy.marston at principia.edu ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Tuesday, June 26, 2007 11:19 AM To: The Technology and Literacy Discussion List Subject: [Technology 1125] Re: FW: Kentucky Math Hi NIFL List, I have a math question for you. Susan's question triggered a recent memory for me, so I am coming to you for some perspective. My daughter was taking an Algebra class with a teacher who was patient and really explained things well. As luck would have it, he got offered a six figure engineering job and left mid semester. The replacement showed what I considered to be rigidity in methodology because she marked students' work wrong if not done the way she taught the math regardless of the fact that the students were getting the right answer. Is this practice of forcing a method widely practiced in math classes around the country? It seems that different people see different ways of solving a problem, math or otherwise, and as long as their logic achieves a correct answer, that should be sufficient. Does respecting difference in students' math processes and understanding of a means for resolution seem unreasonable for us as educators, or do you think that learning to follow a certain process is a good discipline for students, which I am sure it is, and that it is better to do as this teacher had done. I am sure there is no right answer, but I am just feeling out your unbiased opinion as mine is obviously biased. :) To me if a student understands a concept of math, it really doesn't matter what tool s/he takes out of the math toolbox to solve it, and that creativity in math should be encouraged. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -----technology-bounces at nifl.gov wrote: ----- To: The Technology and Literacy Discussion List From: nancy.friday at alphaplus.ca Sent by: technology-bounces at nifl.gov Date: 06/26/2007 07:01AM Subject: [Technology 1121] Re: FW: Kentucky Math Hi Susan, "how many people could explain what was mathematically wrong with their procedure and explain it without saying "because that isn't how you do it" ? I like the points you make here and the reverse analysis. For a higher end numeracy class, this could be a very good activity. When you know one way to solve something, and have to disect why another way may not work, that's when the real thinking work begins - the reverse analysis followed by an explanation. Sounds a lot like what teaching is - answering all those questions students have. I also think it applies to policy and political analysis - one way to solve a problem is presented and everyone in opposition strives to state why that way won't work. Thanks for this. I may just tackle that reverse analysis with the video and see if I am up to the challenge! Nancy "Susan Jones" on 06/25/2007 12:47:51 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1111] Re: FW: Kentucky Math If they had the 25 cents and were holding it, they'd be more likely to "get" that it was a nickel apiece because they would have to get the change to split it up. It has finally ceased to amaze me when explanations of math end up being further manipulation of symbols - often in the language the confused person doesn't understand. I'd have whipped out twenty five pennies from the bottom of my purse and said "split 'em up into five groups." Of course, that wasn't the point of the comedy :=) Now, another question is: how many people could explain what was mathematically wrong with their procedure and explain it without saying "because that isn't how you do it" ? The people who could would be more likely to be able to deal with a different culture's methods. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> 6/15/2007 1:25 PM >>> Hi, This video has circulated in Canada as well, because I have seen it before. Interesting, I can't recall if when I received it if had the Kentucky label attached. If it had, I would have ignored that part and just focused on the video. I love the creativity in the solutions (even though they aren't correct). I like the fact that the man and woman are confident in the face of the man in the suit to stand up and assert their perspective and apply the knowledge that they have (because they do know adding and multiplying). I really like the fact that the couple reject the system and do things their own way. My hope would be from a learning perspective that the couple would be open to seeing that their reasoning isn't correct. If they were holding the 25 cents and had to divide it, they might re-think their reasoning. Which makes me this as perhaps a power issue - who holds the money? This clip also make me think about an experience I had when I worked front line in a community-based literacy program here in Toronto and was engaged in training new literacy volunteer tutors. We were showing some ways to approach math - particularly long division. Normally in tutor training we would go into the details of long division, but we had a cultural point to make. Many students and volunteers in our program had come to Canada from a range of Caribbean countries. Tutors who went through the Canadian school system learned long division just one way and taught it that way. Tutors and students from the Caribbean, I believe an example came from Guyana, learned long division another way. When the Guyanese way was demonstrated, the Canadian-born tutors were clearly shocked. The point was to take cues from the students in terms of observing how they approach tasks, be aware and respectful of cultures not your own, and be open to learning in new ways. Neither way of approaching long division was wrong - both came to the correct answer - but forcing someone to learn a way that doesn't come from their experience or previous knowledge, can be counter productive. I know that's not the case in this video - but the clip did take me back to that long division place. Nancy "Burkett, Barry" on 06/15/2007 09:33:33 AM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" , "The Poverty, Race, Women and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1065] FW: Kentucky Math Hey guys, I know we focus on literacy, but recently I have been putting time into researching numeracy as well. A student forwarded me this clip, it is from a B&W television show, but I do not know its name. 2 things to focus on, first the creative way to solve the problem and second the comments that came along with the e-mail. On another path, the self-deprecating way these Kentuckians pass the video around because it is funny, even though the tag is intentionally labeled to degrade us, and give those outside of Kentucky a negative view of Kentuckians... why do we intentionally set ourselves up to be labeled ignorant? And one more thing to notice, how dissimilar are the "incorrect" mathemateers from our ABE students? In my experience it seems that it is not that the majority of students do not know how to apply information they know, it is that apply it incorrectly... early misconceptions in both math and reading become amplified and detrimental to the adult as they move through life. Your thoughts? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 "Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination" - Albert Einstein "While adult education should be viewed as a right, not as a stigmatized second-chance program for those who have failed or dropped from out school stystems, at the present time lifelong learning is only being given lip service" (Askov, 2000, p. 259) ________________________________ From: sammdean40 at aol.com [mailto:sammdean40 at aol.com] Sent: Thursday, June 14, 2007 1:46 PM To: SDBROWN412 at aol.com; redneckgirl060 at yahoo.com; mooremn774 at aol.com; janglin216 at yahoo.com; brock1050 at hotmail.com; deseree.thompson at ky.gov; Burkett, Barry; shoppergirl at myway.com; vsw74 at yahoo.com Subject: Fwd: Kentucky Math -----Original Message----- From: GINA MARIE To: suzanne ; pam bardis ; sammdean40 at aol.com Sent: Thu, 14 Jun 2007 1:13 pm Subject: Fwd: FW: Kentucky Math Ha Ha that's the way to count it huh? Note: forwarded message attached. ________________________________ Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. Attached Message From: Linville, Janice M (EPSB) To: Collins, Amber (KYTC) ; cntrygyrl20 at aol.com; littlegurl1994 at aol.com; Sparks, Betty (KYTC) ; Krider, Bill E (DJJ) ; Butler, Bobbie (AGR) ; cocoasugar07 at bored.com; Graham, Carla (EPSB) ; Carla.Rice at education.ky.gov; Ritchey, Cecilia ; cinperry73 at yahoo.com; Meriwether, Connie S (KSP) ; parker_cl at bellsouth.net; mttgvt at bellsouth.net; dwaits at fewpb.net; eddie.davis at kysu.edu; ggmarie66 at yahoo.com; Lathrem, Jennifer C (OET-FK) ; lil_sister_dynamite at yahoo.com; Williams, Latasha (CHFS/DDS/LVSL) ; nplgirl at bellsouth.net; mpayne at kheaa.com; ypatann at yahoo.com; Cornett, Rhonda (KYTC) ; Lover Boy ; Sandy Kiser ; sannlinville at yahoo.com; Byrns, Scott (KYTC) ; Shelby Keith ; Salchli, Sherrie (CHFS OIG Fraud) ; frogie6 at aol.com; tammylee16 at hotmail.com Subject: FW: Kentucky Math Date: Thu, 14 Jun 2007 13:00:01 -0400 This is too funny! I know two kids that would try to pull this off at school. ________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com > . ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca ) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070627/acc8169a/attachment.html From nancy.friday at alphaplus.ca Wed Jun 27 10:43:55 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Wed, 27 Jun 2007 10:43:55 -0400 Subject: [Technology 1134] Re: NYC School to Promote "Gaming Literacy" Message-ID: <85257307.0050EF1B.00@alphaplus.ca> Hi, I post this information for anyone engaged in research in how educational games connect with school learning objectives. Dr. Ron Owston of York University here in Toronto has been researching this area for many years. He is giving a talk in October 2007 on this topic here in Toronto: 21st Century Learning: Engaging Students through ICT Serious educational games are receiving growing attention as a tool to motivate and engage students while at the same time, bridge the gap between their school and outside school lives. In this session, Dr Ron Owston will describe a large scale study he and his colleagues recently completed in Southern Ontario schools that examined the use of educational games. His rsearch is being carried out through an organization called SAGE - Simulation and Advanced Gaming Environments for Learning: http://www.sageforlearning.ca/ Select Research for information. Nancy Melinda Hefner on 06/25/2007 03:41:44 PM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1115] Re: NYC School to Promote "Gaming Literacy" -------------- next part -------------- Wow!!!!! >From the article.... ?? -------------- next part -------------- -------------- next part -------------- ?This means learning to think about the world as a set of in interconnected systems that can be affected or changed through action and choice, the ability to navigate complex information networks, the power to build worlds and tell stories, to see collaboration in competition, and communicate across diverse social spaces. It means that students and teachers will engage in their own learning in powerful ways,?? -------------- next part -------------- -------------- next part -------------- ? she added. Being the left brainer that I am, I would be interested in hearing how student learning is affected and the impact on learning gains. I think this is absolutely fascinating. I'm concerned, however, about those who do not have access to this kind of technology, and I'm not necessarily referring to individuals in third world countries but folks in my own country. I continue to be concerned about the digital divide but I don't think a "socialist" approach is the answer. There are also those who are concerned about societal implications of this kind of technology. Of course, those are conversations for another day. >>> "David J. Rosen" 06/24/07 7:00 PM >>> Technology Colleagues, A new NYC public school is being designed that aims at literacy and other skills through "game designed and game-inspired methods." I do not know if this was inspired by James Gee's writing, or if its design comes from other sources, but I think this is a model we may want to pay attention to. To read about it, in an article from Industry News, go to: http://tinyurl.com/yqtj5q David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070627/c5e5f958/attachment.htm -------------- next part -------------- ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From barry.bakin at lausd.net Wed Jun 27 10:55:00 2007 From: barry.bakin at lausd.net (Bakin, Barry) Date: Wed, 27 Jun 2007 07:55:00 -0700 Subject: [Technology 1135] Re: FW: Kentucky Math References: <85257306.004D1231.00@alphaplus.ca> Message-ID: <04E56D7139A45949A5435413801707A20C47D8@mailbe-la05.lausd.net> The URL for the original clip seems to have been lost as the discussion has progressed. Can somebody please post just the URL for the video? Thanks! -----Original Message----- From: technology-bounces at nifl.gov on behalf of Cindy Marston Sent: Wed 6/27/2007 7:36 AM To: The Technology and Literacy Discussion List Subject: [Technology 1133] Re: FW: Kentucky Math Hi all, I've been "lurking" and enjoying the conversations for quite some time. But my husband is a high school math teacher (and I had shared the KY Math clip with him) and so I asked what he thought about Tina's question. Here is his response: -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 2940 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070627/2b5965c7/attachment.bin From Barry.Burkett at Franklin.kyschools.us Wed Jun 27 11:33:00 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Wed, 27 Jun 2007 11:33:00 -0400 Subject: [Technology 1136] Re: FW: Kentucky Math References: <85257306.004D1231.00@alphaplus.ca> Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC027806ED@ED181X1.franklin.ketsds.net> I would also argue that there is a fundamental difference between adult education and K-12 education, hence the struggle to achieve literacy and numeracy among adults. It seems that the Freirian belief of teaching for the world is not central to the K-12 model, which is why students sometimes ask, "When am I going to use this in my life?" Looking at Cindy Marston's husbands response it is a legitimate, reasoned response that does not apply to adult ed where current literature speaks to creating learning circles where each individual has valid input, versus how much an individual has learned on their own. In this new framework of adult ed there is an "un-schooling" of sorts because ABE students are used to the K-12 system that they grew up in. Am I making sense, or just opening a can of worms that will revolve around semantics? ________________________________ From: technology-bounces at nifl.gov on behalf of Cindy Marston Sent: Wed 6/27/2007 10:36 AM To: The Technology and Literacy Discussion List Subject: [Technology 1133] Re: FW: Kentucky Math Hi all, I've been "lurking" and enjoying the conversations for quite some time. But my husband is a high school math teacher (and I had shared the KY Math clip with him) and so I asked what he thought about Tina's question. Here is his response: What is the purpose of the problem being solved? Often the end result isn't the most important thing, it's the process. Why does the teacher want a particular method? If it's because that's the only method they know or are comfortable with, that's a lousy reason. But sometimes that method may be what's important. For example, on my tests I often say: Solve using the methods of calculus, because I want to see that they've learned calculus, not that they can get the correct answer from some shortcut they learned in Physics. Students should be encouraged to be independent and creative problem-solvers, not just algorithm memorizers. They should see that often there are several ways of solving a problem and the best way depends on the particular problem. (Maybe the teacher wants to make sure they know several methods and asked them to use a particular method on this problem.) Also, it's not uncommon for a student not to get credit for a right answer if they don't show any work, or if they use guess and check to arrive at the answer. I guess I can sum this up by saying, yes, in general teachers should accept (and encourage) well thought-out and explained or justified answers instead of saying, nope, that's not my method. However, there could also be a legitimate reason not to accept something different. Make sense? Knowing what I know now (coming from training adults in a business environment to working with teachers and students in their use of technology in a school environment and being a parent), I'd be inclined to have a conversation with the teacher - to ask what the purpose was and either get a sense of peace for myself (and daughter) or at least give the teacher an awareness of other ways of approaching teaching. Thanks to all for the thoughtful questions and the creative and inspiring ideas! Cindy Marston Academic Technology Coordinator The Principia St. Louis, MO 63131 314-514-3137 cindy.marston at principia.edu ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Tuesday, June 26, 2007 11:19 AM To: The Technology and Literacy Discussion List Subject: [Technology 1125] Re: FW: Kentucky Math Hi NIFL List, I have a math question for you. Susan's question triggered a recent memory for me, so I am coming to you for some perspective. My daughter was taking an Algebra class with a teacher who was patient and really explained things well. As luck would have it, he got offered a six figure engineering job and left mid semester. The replacement showed what I considered to be rigidity in methodology because she marked students' work wrong if not done the way she taught the math regardless of the fact that the students were getting the right answer. Is this practice of forcing a method widely practiced in math classes around the country? It seems that different people see different ways of solving a problem, math or otherwise, and as long as their logic achieves a correct answer, that should be sufficient. Does respecting difference in students' math processes and understanding of a means for resolution seem unreasonable for us as educators, or do you think that learning to follow a certain process is a good discipline for students, which I am sure it is, and that it is better to do as this teacher had done. I am sure there is no right answer, but I am just feeling out your unbiased opinion as mine is obviously biased. :) To me if a student understands a concept of math, it really doesn't matter what tool s/he takes out of the math toolbox to solve it, and that creativity in math should be encouraged. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -----technology-bounces at nifl.gov wrote: ----- To: The Technology and Literacy Discussion List From: nancy.friday at alphaplus.ca Sent by: technology-bounces at nifl.gov Date: 06/26/2007 07:01AM Subject: [Technology 1121] Re: FW: Kentucky Math Hi Susan, "how many people could explain what was mathematically wrong with their procedure and explain it without saying "because that isn't how you do it" ? I like the points you make here and the reverse analysis. For a higher end numeracy class, this could be a very good activity. When you know one way to solve something, and have to disect why another way may not work, that's when the real thinking work begins - the reverse analysis followed by an explanation. Sounds a lot like what teaching is - answering all those questions students have. I also think it applies to policy and political analysis - one way to solve a problem is presented and everyone in opposition strives to state why that way won't work. Thanks for this. I may just tackle that reverse analysis with the video and see if I am up to the challenge! Nancy "Susan Jones" on 06/25/2007 12:47:51 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1111] Re: FW: Kentucky Math If they had the 25 cents and were holding it, they'd be more likely to "get" that it was a nickel apiece because they would have to get the change to split it up. It has finally ceased to amaze me when explanations of math end up being further manipulation of symbols - often in the language the confused person doesn't understand. I'd have whipped out twenty five pennies from the bottom of my purse and said "split 'em up into five groups." Of course, that wasn't the point of the comedy :=) Now, another question is: how many people could explain what was mathematically wrong with their procedure and explain it without saying "because that isn't how you do it" ? The people who could would be more likely to be able to deal with a different culture's methods. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> 6/15/2007 1:25 PM >>> Hi, This video has circulated in Canada as well, because I have seen it before. Interesting, I can't recall if when I received it if had the Kentucky label attached. If it had, I would have ignored that part and just focused on the video. I love the creativity in the solutions (even though they aren't correct). I like the fact that the man and woman are confident in the face of the man in the suit to stand up and assert their perspective and apply the knowledge that they have (because they do know adding and multiplying). I really like the fact that the couple reject the system and do things their own way. My hope would be from a learning perspective that the couple would be open to seeing that their reasoning isn't correct. If they were holding the 25 cents and had to divide it, they might re-think their reasoning. Which makes me this as perhaps a power issue - who holds the money? This clip also make me think about an experience I had when I worked front line in a community-based literacy program here in Toronto and was engaged in training new literacy volunteer tutors. We were showing some ways to approach math - particularly long division. Normally in tutor training we would go into the details of long division, but we had a cultural point to make. Many students and volunteers in our program had come to Canada from a range of Caribbean countries. Tutors who went through the Canadian school system learned long division just one way and taught it that way. Tutors and students from the Caribbean, I believe an example came from Guyana, learned long division another way. When the Guyanese way was demonstrated, the Canadian-born tutors were clearly shocked. The point was to take cues from the students in terms of observing how they approach tasks, be aware and respectful of cultures not your own, and be open to learning in new ways. Neither way of approaching long division was wrong - both came to the correct answer - but forcing someone to learn a way that doesn't come from their experience or previous knowledge, can be counter productive. I know that's not the case in this video - but the clip did take me back to that long division place. Nancy "Burkett, Barry" on 06/15/2007 09:33:33 AM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" , "The Poverty, Race, Women and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1065] FW: Kentucky Math Hey guys, I know we focus on literacy, but recently I have been putting time into researching numeracy as well. A student forwarded me this clip, it is from a B&W television show, but I do not know its name. 2 things to focus on, first the creative way to solve the problem and second the comments that came along with the e-mail. On another path, the self-deprecating way these Kentuckians pass the video around because it is funny, even though the tag is intentionally labeled to degrade us, and give those outside of Kentucky a negative view of Kentuckians... why do we intentionally set ourselves up to be labeled ignorant? And one more thing to notice, how dissimilar are the "incorrect" mathemateers from our ABE students? In my experience it seems that it is not that the majority of students do not know how to apply information they know, it is that apply it incorrectly... early misconceptions in both math and reading become amplified and detrimental to the adult as they move through life. Your thoughts? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 "Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination" - Albert Einstein "While adult education should be viewed as a right, not as a stigmatized second-chance program for those who have failed or dropped from out school stystems, at the present time lifelong learning is only being given lip service" (Askov, 2000, p. 259) ________________________________ From: sammdean40 at aol.com [mailto:sammdean40 at aol.com] Sent: Thursday, June 14, 2007 1:46 PM To: SDBROWN412 at aol.com; redneckgirl060 at yahoo.com; mooremn774 at aol.com; janglin216 at yahoo.com; brock1050 at hotmail.com; deseree.thompson at ky.gov; Burkett, Barry; shoppergirl at myway.com; vsw74 at yahoo.com Subject: Fwd: Kentucky Math -----Original Message----- From: GINA MARIE To: suzanne ; pam bardis ; sammdean40 at aol.com Sent: Thu, 14 Jun 2007 1:13 pm Subject: Fwd: FW: Kentucky Math Ha Ha that's the way to count it huh? Note: forwarded message attached. ________________________________ Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. Attached Message From: Linville, Janice M (EPSB) To: Collins, Amber (KYTC) ; cntrygyrl20 at aol.com; littlegurl1994 at aol.com; Sparks, Betty (KYTC) ; Krider, Bill E (DJJ) ; Butler, Bobbie (AGR) ; cocoasugar07 at bored.com; Graham, Carla (EPSB) ; Carla.Rice at education.ky.gov; Ritchey, Cecilia ; cinperry73 at yahoo.com; Meriwether, Connie S (KSP) ; parker_cl at bellsouth.net; mttgvt at bellsouth.net; dwaits at fewpb.net; eddie.davis at kysu.edu; ggmarie66 at yahoo.com; Lathrem, Jennifer C (OET-FK) ; lil_sister_dynamite at yahoo.com; Williams, Latasha (CHFS/DDS/LVSL) ; nplgirl at bellsouth.net; mpayne at kheaa.com; ypatann at yahoo.com; Cornett, Rhonda (KYTC) ; Lover Boy ; Sandy Kiser ; sannlinville at yahoo.com; Byrns, Scott (KYTC) ; Shelby Keith ; Salchli, Sherrie (CHFS OIG Fraud) ; frogie6 at aol.com; tammylee16 at hotmail.com Subject: FW: Kentucky Math Date: Thu, 14 Jun 2007 13:00:01 -0400 This is too funny! I know two kids that would try to pull this off at school. ________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com > . ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca ) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 21384 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070627/1421aeb3/attachment.bin From maureenh at azcallateen.k12.az.us Wed Jun 27 11:46:02 2007 From: maureenh at azcallateen.k12.az.us (maureen hoyt) Date: Wed, 27 Jun 2007 08:46:02 -0700 Subject: [Technology 1137] Re: pre assessments for online learning Message-ID: <77B24677B57F9646B244B93AE6B95C79011AA1EA@acat-exch.azcallateen.k12.az.us> Almost all of my distance students who did not continue in the MHC program had either technical difficulties (computer virus, Internet turned off ) or personal problems (got a job, kids sick, don't have time, Etc.). Even though most had good technical skills- and the program really doesn't require much- the personal discipline required was the obstacle. I'm doing the stats on the course now, and it's not looking pretty!! I will need to screen next year for reading levels. My DL grant is funded "on probation" and the stats so far have a very low success rate with lower level readers (below 8 grade). For those who can do supported distance only, I will give some Internet resources for those who are on a lower level, but they'll have to do that independently. Maureen Hoyt Basic Education Manager ACYR 602-252-6721ext 223 fax: 602-252-2952 www.azcallateen.k12.az.us www.az-aall.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Lissa probus Sent: Tuesday, June 26, 2007 3:48 PM To: The Technology and Literacy Discussion List Subject: [Technology 1132] Re: pre assessments for online learning Melinda - I want to respond to your statement: "We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.)." The problem with assessing for these skills seems to me to be that they are course and interface specific. As a doc student, I have used several versions of blackboard, three university email systems and programmed web sites to accept user content. I still have to learn how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc anew with every new system I encounter. I know many ways this CAN work, but it is essential that technical support for the specific interface be included in the instruction and targeted at the learning group expected to use the interface. This is not like climbing the stairs to enter the building - its as if new ways of building stairs were being invented every day - sometimes at the same building! Interestingly enough, this is occasionally an exercise in internet history, while many commecial websites make this interface seamless and intuitive - many educational providers are either at the mercy of an antiquated system or buying an interface that is not consistently applied. On 6/26/07, Silver-Pacuilla, Heidi wrote: Hi everyone - great to see the conversation keeping up at such a robust level! I just wanted to raise a point from my research review as well as my personal work and research with students. I would caution against pre-assessments that screen people out of classes. Pre assessments in our literacy and ESOL world should screen people *into* the right environments for their skills, otherwise we will lose them - again. Students who responded to evaluations of their online learning experience unanimously say that they learned computer skills AND self-directed learning habits *by* participating. This is a very fine line in service delivery, I know, but I think the key is to encourage students to try and then have supports on hand as/when they need them. We also have to keep pushing to produce and use better, more responsive instructional materials that teach the skills necessary to learn from them. Good luck to all of us! Heidi Silver-Pacuilla, Ph.D. American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) 202.403.5454 (Fax) ________________________________ From: technology-bounces at nifl.gov [mailto: technology-bounces at nifl.gov ] On Behalf Of Melinda Hefner Sent: Tuesday, June 26, 2007 12:27 PM To: The Technology and Literacy Discussion List Subject: [Technology 1126] Re: Tryout periods I'm so glad to hear that your students' computer literacy skills are assessed. We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.). You didn't mention this, but I assume that the assessments also measure sefl-management skills, learning styles, lifestyle considerations, hardware and software requirements, etc. Measuring students' perceptions of DL courses is also helpful since many first-time DL students think that DL courses are easier than seated or hybrid courses. I've seen lots of DL readiness assessments, but often they only address computer skills rather than also addressing the areas I mentioned above. As DL courses become more and more common and as student learning and student satisfaction data are analyzed, I believe that the importance of comprehensive distance learning readiness will emerge. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Susan Jones" 06/26/07 11:09 AM >>> I have seen exactly such readiness assessments. I'm pretty sure I had to take one before I took an online course here in 2000... but it wasn't a grad program. Starting recently, *all* our students have to take a "computer competency" assessment and course placement is recommended from that. (We have several levels of basic computer competency classes.) Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> Melinda Hefner 6/25/2007 2:41 PM >>> I'm jumping in here mid-stream so this may have been discussed previously. I have rarely seen in DL courses, especially for DL literacy courses, any kind of distance learning readiness assessment. You're so right when you say that "...it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles." I'm in a 100% online grad program and several of the folks have dropped out because their technical skills simply weren't adequate. I've found too many educators who have discounted the DL readiness piece and go on to blame the students for not being successful. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> Leslie Petty 06/25/07 10:40 AM >>> I agree. Some of the states in Project IDEAL have found that students who have an extensive orientation to the distance material - including plenty of time to "play" and get a feel for this instructional approach - tend to persist longer. If we want students to be successful, it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles. It's hard for them to make an informed decision about distance if they're unfamiliar with it, so the idea of try-out periods makes a great deal of sense. Leslie Petty Wendy Quinones wrote: I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods Hi, Nancy from Toronto here again in response to the issue of learner retention. Recruitment and retention have been the focus of much discussion during the distance delivery research we have been engaged in at the AlphaPlus Centre with the four sites that have been exploring distance delivery. Retention has also been a noted interest in what happens in short online courses that we have developed and delivered as part of AlphaRoute for the past three years. Our emerging and currently only form of new content for AlphaRoute this year is online courses. Our courses are four weeks long. For the first two years they were delivered in a discussion forum - Web Board (supported by an external course web site) as part of AlphaRoute. This year we are offering the courses in Moodle. You can take a look at the course topic list and external course web sites at: www.resources.alpharoute.org > Resources > Online courses for adult literacy students What we have found in terms of retention is that for the first two weeks, students are gung-ho, and then we see a drop-off in week three that is sustained through week four. Generally we have found that a third of the students that enroll in a course complete it and receive a course certificate of participation. Interesting what you share David about a two-week period being perhaps the right amount to try-out time. I should note that we acknowledge there is a continuum of learning for us all, and so for a student to take the step and enroll in an AlphaRoute online course is in fact a learning step. Trying it out for a week or two to see how it works and then not continuing is also learning. Committing to take the course and complete the work to achieve the certificate at the end (and learning some cool stuff along the way) is a goal for us. And in the world of demonstrating literacy learning and a range of skills, can make for a great demonstration. But we would like to think that our courses are so valuable to learners and engaging that they will all move from start to finish. It isn't realistic that they will though - because of that continuum of learning. >From the stats and knowledge of the programs that the students enrolled in the courses come from, the highest retention rates come from students whose instructor has included the AlphaRoute online course within their instruction and where students are in a computer lab at the same time taking the course. So motivation and support (instructor and peer) are onsite. However, the course facilitator is at a distance and does contribute to a motivating and retention aspect of student support. The development of online courses in AlphaRoute has not been done within a research project or model. We are learning as we go and writing articles and sharing information as we learn. Our challenge at this point is to focus on that three week drop-off reality and see what we can do from the course content and development side to attempt to support learners in sustaining their involvement past that drop-off point. Any suggestions or ideas from the range of instructors and researchers participating in this discussion are more than welcome! Nancy Friday "David J. Rosen" on 06/15/2007 09:01:41 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1064] Tryout periods Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wbquinones at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com -- ********************************* Leslie Petty Associate Director, Project IDEAL University of Michigan Institute for Social Research 734-425-0748 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to joyess1 at gmail.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070627/54e4b832/attachment.html From Tina_Luffman at yc.edu Wed Jun 27 12:07:52 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Wed, 27 Jun 2007 09:07:52 -0700 Subject: [Technology 1138] Re: FW: Kentucky Math In-Reply-To: References: <85257306.004D1231.00@alphaplus.ca> , Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070627/579e50c0/attachment.html From mhefner at cccti.edu Wed Jun 27 12:54:35 2007 From: mhefner at cccti.edu (Melinda Hefner) Date: Wed, 27 Jun 2007 12:54:35 -0400 Subject: [Technology 1139] Re: pre assessments for online learning References: <20070626T122648Z_1F1A00170000@cccti.edu> <9c70ff110706261547v21ffa565ja7de9c38983a34c3@mail.gmail.com> Message-ID: <20070627T125435Z_1F1A00170000@cccti.edu> You have described precisely one of the problems my department's literacy students encounter. Can you imagine an adult student whose only computer experience has been working with educational software or web-based programs in an ABE/GED class, completing his/her GED, going on to take college level classes, and enrolling in a DL course? We offer our adult literacy students computer literacy training, and we also offer them transition to college classes, but it is beyond our scope and, quite honestly, the capability of most of our instructors (this is not meant to be critical of our instructors) to teach them about using various content delivery systems, web portals, online advising systems, etc. Blackboard, WebCT, Campus Cruiser, homegrown content and learning delivery systems , etc. generally offer tutorial information, but all too often educational institutions merely regurgitate the tutorial information. Presenting information does not mean that learning has taken place. I've heard too many times from the IT folks, "Why don't they know how to use Blackboard? We offer workshops each semester." Educational providers need to be knowledgeable, savvy, and willing to spend some money to get systems that allow for superior online teaching and learning, not just to act as repositories for materials, electronic portfolios, or as databases for grades. It's an upfront investment that I think has tremendous benefits for learners, educators, and institutions. Those schools that are doing it well have fabulous results with student learning. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Lissa probus" 06/26/07 6:47 PM >>> Melinda - I want to respond to your statement: "We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.)." The problem with assessing for these skills seems to me to be that they are course and interface specific. As a doc student, I have used several versions of blackboard, three university email systems and programmed web sites to accept user content. I still have to learn how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc anew with every new system I encounter. I know many ways this CAN work, but it is essential that technical support for the specific interface be included in the instruction and targeted at the learning group expected to use the interface. This is not like climbing the stairs to enter the building - its as if new ways of building stairs were being invented every day - sometimes at the same building! Interestingly enough, this is occasionally an exercise in internet history, while many commecial websites make this interface seamless and intuitive - many educational providers are either at the mercy of an antiquated system or buying an interface that is not consistently applied. On 6/26/07, Silver-Pacuilla, Heidi wrote: Hi everyone ? great to see the conversation keeping up at such a robust level! I just wanted to raise a point from my research review as well as my personal work and research with students. I would caution against pre-assessments that screen people out of classes. Pre assessments in our literacy and ESOL world should screen people *into* the right environments for their skills, otherwise we will lose them - again. Students who responded to evaluations of their online learning experience unanimously say that they learned computer skills AND self-directed learning habits *by* participating. This is a very fine line in service delivery, I know, but I think the key is to encourage students to try and then have supports on hand as/when they need them. We also have to keep pushing to produce and use better, more responsive instructional materials that teach the skills necessary to learn from them. Good luck to all of us! Heidi Silver-Pacuilla, Ph.D. American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) 202.403.5454 (Fax) From: technology-bounces at nifl.gov [mailto: technology-bounces at nifl.gov] On Behalf Of Melinda Hefner Sent: Tuesday, June 26, 2007 12:27 PM To: The Technology and Literacy Discussion List Subject: [Technology 1126] Re: Tryout periods I'm so glad to hear that your students' computer literacy skills are assessed. We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.). You didn't mention this, but I assume that the assessments also measure sefl-management skills, learning styles, lifestyle considerations, hardware and software requirements, etc. Measuring students' perceptions of DL courses is also helpful since many first-time DL students think that DL courses are easier than seated or hybrid courses. I've seen lots of DL readiness assessments, but often they only address computer skills rather than also addressing the areas I mentioned above. As DL courses become more and more common and as student learning and student satisfaction data are analyzed, I believe that the importance of comprehensive distance learning readiness will emerge. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Susan Jones" 06/26/07 11:09 AM >>> I have seen exactly such readiness assessments. I'm pretty sure I had to take one before I took an online course here in 2000... but it wasn't a grad program. Starting recently, *all* our students have to take a "computer competency" assessment and course placement is recommended from that. (We have several levels of basic computer competency classes.) Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> Melinda Hefner 6/25/2007 2:41 PM >>> I'm jumping in here mid-stream so this may have been discussed previously. I have rarely seen in DL courses, especially for DL literacy courses, any kind of distance learning readiness assessment. You're so right when you say that "...it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles." I'm in a 100% online grad program and several of the folks have dropped out because their technical skills simply weren't adequate. I've found too many educators who have discounted the DL readiness piece and go on to blame the students for not being successful. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> Leslie Petty 06/25/07 10:40 AM >>> I agree. Some of the states in Project IDEAL have found that students who have an extensive orientation to the distance material - including plenty of time to "play" and get a feel for this instructional approach - tend to persist longer. If we want students to be successful, it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles. It's hard for them to make an informed decision about distance if they're unfamiliar with it, so the idea of try-out periods makes a great deal of sense. Leslie Petty Wendy Quinones wrote: I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods Hi, Nancy from Toronto here again in response to the issue of learner retention. Recruitment and retention have been the focus of much discussion during the distance delivery research we have been engaged in at the AlphaPlus Centre with the four sites that have been exploring distance delivery. Retention has also been a noted interest in what happens in short online courses that we have developed and delivered as part of AlphaRoute for the past three years. Our emerging and currently only form of new content for AlphaRoute this year is online courses. Our courses are four weeks long. For the first two years they were delivered in a discussion forum - Web Board (supported by an external course web site) as part of AlphaRoute. This year we are offering the courses in Moodle. You can take a look at the course topic list and external course web sites at: www.resources.alpharoute.org > Resources > Online courses for adult literacy students What we have found in terms of retention is that for the first two weeks, students are gung-ho, and then we see a drop-off in week three that is sustained through week four. Generally we have found that a third of the students that enroll in a course complete it and receive a course certificate of participation. Interesting what you share David about a two-week period being perhaps the right amount to try-out time. I should note that we acknowledge there is a continuum of learning for us all, and so for a student to take the step and enroll in an AlphaRoute online course is in fact a learning step. Trying it out for a week or two to see how it works and then not continuing is also learning. Committing to take the course and complete the work to achieve the certificate at the end (and learning some cool stuff along the way) is a goal for us. And in the world of demonstrating literacy learning and a range of skills, can make for a great demonstration. But we would like to think that our courses are so valuable to learners and engaging that they will all move from start to finish. It isn't realistic that they will though - because of that continuum of learning. >From the stats and knowledge of the programs that the students enrolled in the courses come from, the highest retention rates come from students whose instructor has included the AlphaRoute online course within their instruction and where students are in a computer lab at the same time taking the course. So motivation and support (instructor and peer) are onsite. However, the course facilitator is at a distance and does contribute to a motivating and retention aspect of student support. The development of online courses in AlphaRoute has not been done within a research project or model. We are learning as we go and writing articles and sharing information as we learn. Our challenge at this point is to focus on that three week drop-off reality and see what we can do from the course content and development side to attempt to support learners in sustaining their involvement past that drop-off point. Any suggestions or ideas from the range of instructors and researchers participating in this discussion are more than welcome! Nancy Friday "David J. Rosen" on 06/15/2007 09:01:41 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1064] Tryout periods Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wbquinones at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com -- ********************************* Leslie Petty Associate Director, Project IDEAL University of Michigan Institute for Social Research 734-425-0748 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to joyess1 at gmail.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070627/60071e03/attachment.html From barry.bakin at lausd.net Wed Jun 27 13:11:04 2007 From: barry.bakin at lausd.net (Bakin, Barry) Date: Wed, 27 Jun 2007 10:11:04 -0700 Subject: [Technology 1140] Re: pre assessments for online learning References: <20070626T122648Z_1F1A00170000@cccti.edu><9c70ff110706261547v21ffa565ja7de9c38983a34c3@mail.gmail.com> <20070627T125435Z_1F1A00170000@cccti.edu> Message-ID: <04E56D7139A45949A5435413801707A20C47DA@mailbe-la05.lausd.net> "Blackboard, WebCT, Campus Cruiser, homegrown content and learning delivery systems , etc. generally offer tutorial information, but all too often educational institutions merely regurgitate the tutorial information. Presenting information does not mean that learning has taken place. I've heard too many times from the IT folks, "Why don't they know how to use Blackboard? We offer workshops each semester."" It's not just understanding how to use the basic tools and features of a delivery system. Course developers and creators can create extremely confusing and frustrating courses. I have found myself "Clicking in Circles" trying to find a particular handout to download for the particular assignment I'm supposed to be working on on a particular day. You click on the course outline link and then on the explanation for the day and then on the calendar and then on the discussion forum, and then on and so on and so forth until you find a link to the handout which was actually never uploaded to the server so you can't download it anyway! You send an email to the instructor and 4 days later you get a reply saying it works fine on their computer! etc... Barry Bakin ESL Teacher Adviser Division of Adult and Career Education Los Angeles Unified School District From SUJones at parkland.edu Wed Jun 27 13:15:13 2007 From: SUJones at parkland.edu (Susan Jones) Date: Wed, 27 Jun 2007 12:15:13 -0500 Subject: [Technology 1141] Re: FW: Kentucky Math In-Reply-To: <5B5DF9F227918548AD5FF668A2E84EBC027806ED@ED181X1.franklin.ketsds.net> References: <85257306.004D1231.00@alphaplus.ca> <5B5DF9F227918548AD5FF668A2E84EBC027806ED@ED181X1.franklin.ketsds.net> Message-ID: <468254D5.84AA.0029.0@parkland.edu> Well, I had a similar gut reaction: that the viewpoint was a valid one but totally didn't apply in this situation, since the guy in the skit was *not* teaching mathl. Method in that situation doesn't matter. To actually solve the problem, the sensible thing to do would be to get twenty-five objects (or the money itself) and physically, concretely split it into five - except, of course, that "solving the problem" was not the desired outcome. Having the audience be amused at the interaction for assorted reasons (some of which would be insulting to Kentuckians) was. On the other hand, if students were in a math class, the solution could take many different turns - from "no, you have to line the numbers up right" to going back and building a better understanding of place value. And yes, you'd use different approaches for adults than K-12ers. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> "Burkett, Barry" 6/27/2007 10:33 AM >>> I would also argue that there is a fundamental difference between adult education and K-12 education, hence the struggle to achieve literacy and numeracy among adults. It seems that the Freirian belief of teaching for the world is not central to the K-12 model, which is why students sometimes ask, "When am I going to use this in my life?" Looking at Cindy Marston's husbands response it is a legitimate, reasoned response that does not apply to adult ed where current literature speaks to creating learning circles where each individual has valid input, versus how much an individual has learned on their own. In this new framework of adult ed there is an "un-schooling" of sorts because ABE students are used to the K-12 system that they grew up in. Am I making sense, or just opening a can of worms that will revolve around semantics? ________________________________ From: technology-bounces at nifl.gov on behalf of Cindy Marston Sent: Wed 6/27/2007 10:36 AM To: The Technology and Literacy Discussion List Subject: [Technology 1133] Re: FW: Kentucky Math Hi all, I've been "lurking" and enjoying the conversations for quite some time. But my husband is a high school math teacher (and I had shared the KY Math clip with him) and so I asked what he thought about Tina's question. Here is his response: What is the purpose of the problem being solved? Often the end result isn't the most important thing, it's the process. Why does the teacher want a particular method? If it's because that's the only method they know or are comfortable with, that's a lousy reason. But sometimes that method may be what's important. For example, on my tests I often say: Solve using the methods of calculus, because I want to see that they've learned calculus, not that they can get the correct answer from some shortcut they learned in Physics. Students should be encouraged to be independent and creative problem-solvers, not just algorithm memorizers. They should see that often there are several ways of solving a problem and the best way depends on the particular problem. (Maybe the teacher wants to make sure they know several methods and asked them to use a particular method on this problem.) Also, it's not uncommon for a student not to get credit for a right answer if they don't show any work, or if they use guess and check to arrive at the answer. I guess I can sum this up by saying, yes, in general teachers should accept (and encourage) well thought-out and explained or justified answers instead of saying, nope, that's not my method. However, there could also be a legitimate reason not to accept something different. Make sense? Knowing what I know now (coming from training adults in a business environment to working with teachers and students in their use of technology in a school environment and being a parent), I'd be inclined to have a conversation with the teacher - to ask what the purpose was and either get a sense of peace for myself (and daughter) or at least give the teacher an awareness of other ways of approaching teaching. Thanks to all for the thoughtful questions and the creative and inspiring ideas! Cindy Marston Academic Technology Coordinator The Principia St. Louis, MO 63131 314-514-3137 cindy.marston at principia.edu ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Tina_Luffman at yc.edu Sent: Tuesday, June 26, 2007 11:19 AM To: The Technology and Literacy Discussion List Subject: [Technology 1125] Re: FW: Kentucky Math Hi NIFL List, I have a math question for you. Susan's question triggered a recent memory for me, so I am coming to you for some perspective. My daughter was taking an Algebra class with a teacher who was patient and really explained things well. As luck would have it, he got offered a six figure engineering job and left mid semester. The replacement showed what I considered to be rigidity in methodology because she marked students' work wrong if not done the way she taught the math regardless of the fact that the students were getting the right answer. Is this practice of forcing a method widely practiced in math classes around the country? It seems that different people see different ways of solving a problem, math or otherwise, and as long as their logic achieves a correct answer, that should be sufficient. Does respecting difference in students' math processes and understanding of a means for resolution seem unreasonable for us as educators, or do you think that learning to follow a certain process is a good discipline for students, which I am sure it is, and that it is better to do as this teacher had done. I am sure there is no right answer, but I am just feeling out your unbiased opinion as mine is obviously biased. :) To me if a student understands a concept of math, it really doesn't matter what tool s/he takes out of the math toolbox to solve it, and that creativity in math should be encouraged. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -----technology-bounces at nifl.gov wrote: ----- To: The Technology and Literacy Discussion List From: nancy.friday at alphaplus.ca Sent by: technology-bounces at nifl.gov Date: 06/26/2007 07:01AM Subject: [Technology 1121] Re: FW: Kentucky Math Hi Susan, "how many people could explain what was mathematically wrong with their procedure and explain it without saying "because that isn't how you do it" ? I like the points you make here and the reverse analysis. For a higher end numeracy class, this could be a very good activity. When you know one way to solve something, and have to disect why another way may not work, that's when the real thinking work begins - the reverse analysis followed by an explanation. Sounds a lot like what teaching is - answering all those questions students have. I also think it applies to policy and political analysis - one way to solve a problem is presented and everyone in opposition strives to state why that way won't work. Thanks for this. I may just tackle that reverse analysis with the video and see if I am up to the challenge! Nancy "Susan Jones" on 06/25/2007 12:47:51 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1111] Re: FW: Kentucky Math If they had the 25 cents and were holding it, they'd be more likely to "get" that it was a nickel apiece because they would have to get the change to split it up. It has finally ceased to amaze me when explanations of math end up being further manipulation of symbols - often in the language the confused person doesn't understand. I'd have whipped out twenty five pennies from the bottom of my purse and said "split 'em up into five groups." Of course, that wasn't the point of the comedy :=) Now, another question is: how many people could explain what was mathematically wrong with their procedure and explain it without saying "because that isn't how you do it" ? The people who could would be more likely to be able to deal with a different culture's methods. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> 6/15/2007 1:25 PM >>> Hi, This video has circulated in Canada as well, because I have seen it before. Interesting, I can't recall if when I received it if had the Kentucky label attached. If it had, I would have ignored that part and just focused on the video. I love the creativity in the solutions (even though they aren't correct). I like the fact that the man and woman are confident in the face of the man in the suit to stand up and assert their perspective and apply the knowledge that they have (because they do know adding and multiplying). I really like the fact that the couple reject the system and do things their own way. My hope would be from a learning perspective that the couple would be open to seeing that their reasoning isn't correct. If they were holding the 25 cents and had to divide it, they might re-think their reasoning. Which makes me this as perhaps a power issue - who holds the money? This clip also make me think about an experience I had when I worked front line in a community-based literacy program here in Toronto and was engaged in training new literacy volunteer tutors. We were showing some ways to approach math - particularly long division. Normally in tutor training we would go into the details of long division, but we had a cultural point to make. Many students and volunteers in our program had come to Canada from a range of Caribbean countries. Tutors who went through the Canadian school system learned long division just one way and taught it that way. Tutors and students from the Caribbean, I believe an example came from Guyana, learned long division another way. When the Guyanese way was demonstrated, the Canadian-born tutors were clearly shocked. The point was to take cues from the students in terms of observing how they approach tasks, be aware and respectful of cultures not your own, and be open to learning in new ways. Neither way of approaching long division was wrong - both came to the correct answer - but forcing someone to learn a way that doesn't come from their experience or previous knowledge, can be counter productive. I know that's not the case in this video - but the clip did take me back to that long division place. Nancy "Burkett, Barry" on 06/15/2007 09:33:33 AM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" , "The Poverty, Race, Women and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1065] FW: Kentucky Math Hey guys, I know we focus on literacy, but recently I have been putting time into researching numeracy as well. A student forwarded me this clip, it is from a B&W television show, but I do not know its name. 2 things to focus on, first the creative way to solve the problem and second the comments that came along with the e-mail. On another path, the self-deprecating way these Kentuckians pass the video around because it is funny, even though the tag is intentionally labeled to degrade us, and give those outside of Kentucky a negative view of Kentuckians... why do we intentionally set ourselves up to be labeled ignorant? And one more thing to notice, how dissimilar are the "incorrect" mathemateers from our ABE students? In my experience it seems that it is not that the majority of students do not know how to apply information they know, it is that apply it incorrectly... early misconceptions in both math and reading become amplified and detrimental to the adult as they move through life. Your thoughts? Barry Burkett, Adult Educator Thorn Hill Learning Center Frankfort, KY 502.223.3110 "Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination" - Albert Einstein "While adult education should be viewed as a right, not as a stigmatized second-chance program for those who have failed or dropped from out school stystems, at the present time lifelong learning is only being given lip service" (Askov, 2000, p. 259) ________________________________ From: sammdean40 at aol.com [mailto:sammdean40 at aol.com] Sent: Thursday, June 14, 2007 1:46 PM To: SDBROWN412 at aol.com; redneckgirl060 at yahoo.com; mooremn774 at aol.com; janglin216 at yahoo.com; brock1050 at hotmail.com; deseree.thompson at ky.gov; Burkett, Barry; shoppergirl at myway.com; vsw74 at yahoo.com Subject: Fwd: Kentucky Math -----Original Message----- From: GINA MARIE To: suzanne ; pam bardis ; sammdean40 at aol.com Sent: Thu, 14 Jun 2007 1:13 pm Subject: Fwd: FW: Kentucky Math Ha Ha that's the way to count it huh? Note: forwarded message attached. ________________________________ Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. Attached Message From: Linville, Janice M (EPSB) To: Collins, Amber (KYTC) ; cntrygyrl20 at aol.com; littlegurl1994 at aol.com; Sparks, Betty (KYTC) ; Krider, Bill E (DJJ) ; Butler, Bobbie (AGR) ; cocoasugar07 at bored.com; Graham, Carla (EPSB) ; Carla.Rice at education.ky.gov; Ritchey, Cecilia ; cinperry73 at yahoo.com; Meriwether, Connie S (KSP) ; parker_cl at bellsouth.net; mttgvt at bellsouth.net; dwaits at fewpb.net; eddie.davis at kysu.edu; ggmarie66 at yahoo.com; Lathrem, Jennifer C (OET-FK) ; lil_sister_dynamite at yahoo.com; Williams, Latasha (CHFS/DDS/LVSL) ; nplgirl at bellsouth.net; mpayne at kheaa.com; ypatann at yahoo.com; Cornett, Rhonda (KYTC) ; Lover Boy ; Sandy Kiser ; sannlinville at yahoo.com; Byrns, Scott (KYTC) ; Shelby Keith ; Salchli, Sherrie (CHFS OIG Fraud) ; frogie6 at aol.com; tammylee16 at hotmail.com Subject: FW: Kentucky Math Date: Thu, 14 Jun 2007 13:00:01 -0400 This is too funny! I know two kids that would try to pull this off at school. ________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com > . ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca ) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu From SUJones at parkland.edu Wed Jun 27 13:18:57 2007 From: SUJones at parkland.edu (Susan Jones) Date: Wed, 27 Jun 2007 12:18:57 -0500 Subject: [Technology 1142] Re: pre assessments for online learning In-Reply-To: <04E56D7139A45949A5435413801707A20C47DA@mailbe-la05.lausd.net> References: <20070626T122648Z_1F1A00170000@cccti.edu><9c70ff110706261547v21ffa565ja7de9c38983a34c3@mail.gmail.com> <20070627T125435Z_1F1A00170000@cccti.edu> <04E56D7139A45949A5435413801707A20C47DA@mailbe-la05.lausd.net> Message-ID: <468255B5.84AA.0029.0@parkland.edu> AMEN. I've seen it done beautifully *right,* too, in various forms, which makes the bad ones more painful. This makes me think... is there a way a savvy person could document this lapse of professional standards? I'd put the recipe for that on my blog in a heartbeat just in case somebody could hold one of these folks accountable for this kind of stuff. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> "Bakin, Barry" 6/27/2007 12:11 PM >>> "Blackboard, WebCT, Campus Cruiser, homegrown content and learning delivery systems , etc. generally offer tutorial information, but all too often educational institutions merely regurgitate the tutorial information. Presenting information does not mean that learning has taken place. I've heard too many times from the IT folks, "Why don't they know how to use Blackboard? We offer workshops each semester."" It's not just understanding how to use the basic tools and features of a delivery system. Course developers and creators can create extremely confusing and frustrating courses. I have found myself "Clicking in Circles" trying to find a particular handout to download for the particular assignment I'm supposed to be working on on a particular day. You click on the course outline link and then on the explanation for the day and then on the calendar and then on the discussion forum, and then on and so on and so forth until you find a link to the handout which was actually never uploaded to the server so you can't download it anyway! You send an email to the instructor and 4 days later you get a reply saying it works fine on their computer! etc... Barry Bakin ESL Teacher Adviser Division of Adult and Career Education Los Angeles Unified School District ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to sujones at parkland.edu From joyess1 at gmail.com Wed Jun 27 14:05:04 2007 From: joyess1 at gmail.com (Lissa probus) Date: Wed, 27 Jun 2007 14:05:04 -0400 Subject: [Technology 1143] Re: pre assessments for online learning In-Reply-To: <77B24677B57F9646B244B93AE6B95C79011AA1EA@acat-exch.azcallateen.k12.az.us> References: <77B24677B57F9646B244B93AE6B95C79011AA1EA@acat-exch.azcallateen.k12.az.us> Message-ID: <9c70ff110706271105v1537398eo8f5f9dbec00a57d9@mail.gmail.com> Don't forget that normal academic attrition will include things like (got a job, kids sick, don't have time, Etc.), this is neither a failure of your program or of personal discipline. Its just life. Life happens. Including basic access to tech support for virus protection could be helpful - my university offers some, but I paid for more. Internet turned off is a huge problem ( and one that I often face at the end of the semester as internet access is expensive!). Consider including some support for planning the expense, back up resources - can the course be done at a local library? If many of your students have job and kid problems, is there a way to make participation asynchronous and allow them to work over longer periods? Personal discipline is a matter of working with individual motivation, and you can find supporting research in searches of SRL in DL ( self-regulated learning). Even minimal personal feedback has been shown to improve SRL in transitional learners. There is a link between learning level and SRL, as well as an engagement issue if you are dealing with adult learners. If your adult learners are experiencing low SRL, try to tie the learning to things they need to do. If the new capacities are understood to be both valuable and achievable, and the course criteria are such that design meets audience needs, then assess attrition based on issues that would not allow an I or W at a community college. make sure not to blame your self or your students for poverty, family or the digital divide - these are the reasons for your intervention in the first place. On 6/27/07, maureen hoyt wrote: > > Almost all of my distance students who did not continue in the MHC > program had either technical difficulties (computer virus, Internet > turned off ) or personal problems (got a job, kids sick, don't have time, > Etc.). Even though most had good technical skills- and the program really > doesn't require much- the personal discipline required was the obstacle. I'm > doing the stats on the course now, and it's not looking pretty!! > > I will need to screen next year for reading levels. My DL grant is funded > "on probation" and the stats so far have a very low success rate with lower > level readers (below 8 grade). For those who can do supported distance > only, I will give some Internet resources for those who are on a lower > level, but they'll have to do that independently. > > > > Maureen Hoyt > > Basic Education Manager > > ACYR > > 602-252-6721ext 223 > > fax: 602-252-2952 > > www.azcallateen.k12.az.us > > www.az-aall.org > > > > -----Original Message----- > *From:* technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] *On > Behalf Of *Lissa probus > *Sent:* Tuesday, June 26, 2007 3:48 PM > *To:* The Technology and Literacy Discussion List > *Subject:* [Technology 1132] Re: pre assessments for online learning > > > > Melinda - > > I want to respond to your statement: > "We've found that students often think that the computer skills they have > are sufficient for a DL course, when they aren't. (They may e-mail and use > the internet, but not know how to save files, upload files, use discussion > boards, use digital drop boxes, use virtual classrooms, etc., etc.)." > > The problem with assessing for these skills seems to me to be that they > are course and interface specific. As a doc student, I have used several > versions of blackboard, three university email systems and programmed web > sites to accept user content. I still have to learn how to save files, > upload files, use discussion boards, use digital drop boxes, use virtual > classrooms, etc., etc anew with every new system I encounter. I know many > ways this CAN work, but it is essential that technical support for the > specific interface be included in the instruction and targeted at the > learning group expected to use the interface. This is not like climbing the > stairs to enter the building - its as if new ways of building stairs were > being invented every day - sometimes at the same building! Interestingly > enough, this is occasionally an exercise in internet history, while many > commecial websites make this interface seamless and intuitive - many > educational providers are either at the mercy of an antiquated system or > buying an interface that is not consistently applied. > > On 6/26/07, *Silver-Pacuilla, Heidi* wrote: > > Hi everyone ? great to see the conversation keeping up at such a robust > level! I just wanted to raise a point from my research review as well as my > personal work and research with students. I would caution against > pre-assessments that screen people out of classes. Pre assessments in our > literacy and ESOL world should screen people **into** the right > environments for their skills, otherwise we will lose them - again. Students > who responded to evaluations of their online learning experience unanimously > say that they learned computer skills AND self-directed learning habits ** > by** participating. This is a very fine line in service delivery, I know, > but I think the key is to encourage students to try and then have supports > on hand as/when they need them. We also have to keep pushing to produce and > use better, more responsive instructional materials that teach the skills > necessary to learn from them. > > Good luck to all of us! > > > > Heidi Silver-Pacuilla, Ph.D. > > American Institutes for Research > > 1000 Thomas Jefferson Street NW > > Washington, DC 20007 > > 202.403.5218 (Phone) > > 202.403.5454 (Fax) > ------------------------------ > > *From:* technology-bounces at nifl.gov [mailto: technology-bounces at nifl.gov] > *On Behalf Of *Melinda Hefner > *Sent:* Tuesday, June 26, 2007 12:27 PM > *To:* The Technology and Literacy Discussion List > *Subject:* [Technology 1126] Re: Tryout periods > > > > I'm so glad to hear that your students' computer literacy skills are > assessed. We've found that students often think that the computer skills > they have are sufficient for a DL course, when they aren't. (They may > e-mail and use the internet, but not know how to save files, upload files, > use discussion boards, use digital drop boxes, use virtual classrooms, etc., > etc.). > > > > You didn't mention this, but I assume that the assessments also measure > sefl-management skills, learning styles, lifestyle considerations, hardware > and software requirements, etc. Measuring students' perceptions of DL > courses is also helpful since many first-time DL students think that DL > courses are easier than seated or hybrid courses. > > > > I've seen lots of DL readiness assessments, but often they only address > computer skills rather than also addressing the areas I mentioned above. As > DL courses become more and more common and as student learning and student > satisfaction data are analyzed, I believe that the importance of > comprehensive distance learning readiness will emerge. > > > > > > Melinda M. Hefner > Director, Literacy Support Services > > > > Basic Skills Department > Caldwell Community College and Technical Institute > 2855 Hickory Blvd. > Hudson, North Carolina 28638 > Office: (828) 726-2245 > FAX: (828) 726-2266 > > > > > > > > > > > > > >>> "Susan Jones" 06/26/07 11:09 AM >>> > > I have seen exactly such readiness assessments. I'm pretty sure I had to > take one before I took an online course here in 2000... but it wasn't a grad > program. Starting recently, *all* our students have to take a "computer > competency" assessment and course placement is recommended from that. (We > have several levels of basic computer competency classes.) > > Susan Jones > Academic Development Specialist > Academic Development Center > Parkland College > Champaign, IL 61821 > sujones at parkland.edu > Webmastress, > http://www.resourceroom.net > http://bicyclecu.blogspot.com > > > >>> Melinda Hefner 6/25/2007 2:41 PM >>> > I'm jumping in here mid-stream so this may have been discussed > previously. > > I have rarely seen in DL courses, especially for DL literacy courses, any > kind of distance learning readiness assessment. You're so right when you > say that "...it seems reasonable that we help them find the instructional > method or class that best fits their needs and learning styles." I'm in a > 100% online grad program and several of the folks have dropped out because > their technical skills simply weren't adequate. I've found too many > educators who have discounted the DL readiness piece and go on to blame the > students for not being successful. > > Melinda M. Hefner > Director, Literacy Support Services > > Basic Skills Department > Caldwell Community College and Technical Institute > 2855 Hickory Blvd. > Hudson, North Carolina 28638 > Office: (828) 726-2245 > FAX: (828) 726-2266 > > > > > > > >>> Leslie Petty 06/25/07 10:40 AM >>> > > I agree. Some of the states in Project IDEAL have found that students who > have an extensive orientation to the distance material - including plenty of > time to "play" and get a feel for this instructional approach - tend to > persist longer. If we want students to be successful, it seems reasonable > that we help them find the instructional method or class that best fits > their needs and learning styles. It's hard for them to make an informed > decision about distance if they're unfamiliar with it, so the idea of > try-out periods makes a great deal of sense. > > Leslie Petty > > Wendy Quinones wrote: > I'm a little late getting back to this, but I love the point you made, > Nancy, about the try-out being a learning experience even if the course > isn't completed. I've found that to be the case with PD online as well, > with teachers trying out the online experience and deciding they > definitely > don't like it and leaving; others finding that the material or the > participant interaction to be so valuable that they persist in the face of > > all kinds of technical and personal difficulties. Not too different from > our students, I think. In this age of accountability we focus perhaps to > much on outcomes and not enough on process and what can be learned from > it, > regardless of outcome. > > Wendy Quinones > ----- Original Message ----- > From: > To: "The Technology and Literacy Discussion List" > Sent: Friday, June 15, 2007 2:03 PM > Subject: [Technology 1073] Re: Tryout periods > > > > Hi, > > Nancy from Toronto here again in response to the issue of learner > retention. > Recruitment and retention have been the focus of much discussion during > the > distance delivery research we have been engaged in at the AlphaPlus Centre > > with > the four sites that have been exploring distance delivery. > > Retention has also been a noted interest in what happens in short online > courses > that we have developed and delivered as part of AlphaRoute for the past > three > years. Our emerging and currently only form of new content for AlphaRoute > > this > year is online courses. Our courses are four weeks long. For the first > two > years they were delivered in a discussion forum - Web Board (supported by > an > external course web site) as part of AlphaRoute. This year we are > offering the > courses in Moodle. You can take a look at the course topic list and > external > course web sites at: > www.resources.alpharoute.org > Resources > Online courses for adult > literacy > students > > What we have found in terms of retention is that for the first two weeks, > students are gung-ho, and then we see a drop-off in week three that is > sustained > through week four. Generally we have found that a third of the students > that > enroll in a course complete it and receive a course certificate of > participation. > > Interesting what you share David about a two-week period being perhaps the > > right > amount to try-out time. > > I should note that we acknowledge there is a continuum of learning for us > all, > and so for a student to take the step and enroll in an AlphaRoute online > course > is in fact a learning step. Trying it out for a week or two to see how it > > works > and then not continuing is also learning. Committing to take the course > and > complete the work to achieve the certificate at the end (and learning some > > cool > stuff along the way) is a goal for us. And in the world of demonstrating > literacy learning and a range of skills, can make for a great > demonstration. > But we would like to think that our courses are so valuable to learners > and > engaging that they will all move from start to finish. It isn't realistic > > that > they will though - because of that continuum of learning. > > >From the stats and knowledge of the programs that the students enrolled > in > > the > > courses come from, the highest retention rates come from students whose > instructor has included the AlphaRoute online course within their > instruction > and where students are in a computer lab at the same time taking the > course. So > motivation and support (instructor and peer) are onsite. However, the > course > facilitator is at a distance and does contribute to a motivating and > retention > aspect of student support. The development of online courses in > AlphaRoute has > not been done within a research project or model. We are learning as we > go and > writing articles and sharing information as we learn. Our challenge at > this > point is to focus on that three week drop-off reality and see what we can > do > from the course content and development side to attempt to support > learners in > sustaining their involvement past that drop-off point. > > Any suggestions or ideas from the range of instructors and researchers > participating in this discussion are more than welcome! > > Nancy Friday > > > > > > > > > > "David J. Rosen" on 06/15/2007 09:01:41 AM > > Please respond to The Technology and Literacy Discussion List > > > > > > > > > > To: The Technology and Literacy Discussion List > > > cc: (bcc: Nancy Friday) > > > > Subject: [Technology 1064] Tryout periods > > > > > > > > > Distance Learning Technology Colleagues, > > Earlier this week, in response to a message Heidi Silver-Pacuilla had > posted, Holly Dilatush wrote: > > "too many learners register, show up one week, then drop before/ > without completing 12 hours/first episode. Follow-up (to attempt to > determine WHY) has been challenging -- guesswork more than documented > responses. There > are SO many extenuating circumstances." > > For many adult learners, especially those who choose online options, > and for many reasons, we need to design/include/expect a "tryout > period" a short online learning experience -- perhaps two weeks -- > sampling the material, process and technology used in the longer, > online learning. At the end of the tryout, participants can stop (if > they were experimenting with the medium, are not happy with the > content, can't make the longer commitment, or for any other reason). > Those who are ready to commit, can do so, and at that point begin to > be counted in the DOE-funded system. > > Does an example of this already exist somewhere? If so, how is the > tryout period funded? (State and local funders and private funders > need to pick up the costs of this "tryout") > > I believe we need the same sort of tryout period for teachers doing > online professional development. Does a model of this exist somewhere? > > Your thoughts? > > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to nfriday at alphaplus.ca > > > =========================================================== > Nancy Friday > AlphaRoute Coordinator > AlphaPlus Centre (http://alphaplus.ca) > Telephone: (416) 322-1012 x.305 > Fax: 1-800-788-1417 > TTY: 1-800-788-1912 > nancy.friday at alphaplus.ca > ============================================================ > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to wbquinones at comcast.net > > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to lpetty at twmi.rr.com > > > > > > > -- > ********************************* > Leslie Petty > Associate Director, Project IDEAL > University of Michigan > Institute for Social Research > 734-425-0748 > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to mhefner at cccti.edu > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to joyess1 at gmail.com > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to joyess1 at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070627/6a5d7f00/attachment.html From Matthias_Sturm at alphaplus.ca Wed Jun 27 15:52:12 2007 From: Matthias_Sturm at alphaplus.ca (Matthias_Sturm at alphaplus.ca) Date: Wed, 27 Jun 2007 15:52:12 -0400 Subject: [Technology 1144] Re: pre assessments for online learning Message-ID: <85257307.006D276C.00@alphaplus.ca> Hello everyone I'm Nancy Friday's collegue working with four literacy programs exploring distance online delivery in Ontario since 2003. We developed a number of forms for data collection purposes of the research aspect of the project, which ended up giving the pilots a good indication about how "ready" their learners were for online, blended or flexible delivery of their liteacy program. One was a survey adapted from Kentucky Virtual High School to generally determine learners' preferences and predispositions for distance learning environments, another one was a dapted from an earlier research study conducted by AlphaPlus to see if learners self-management skills had increased through online learning. Both forms are in the Appendix F (pp. 102-105) of the report at http://distance.alphaplus.ca/ As Nancy pointed out already, the pilot programs agreed that orientation sessions are absoluteley necessary. Pre-enrollment and on-going orientation sessions increased retention and success rates of most of their learners. In the beginning of the project, there were doubts if basic literacy learners would be able to cope with the demands of computer-based and web-based learning environments but the ones that decided not to exclude these learners found that it is possible as long as adequate orientation and support is provided. Orientation in this context did not only refer to the technical skills needed to particpate in online learning but also and just as importantly to a comprehensive orientation to what it means to learn this way, what is expected of learners and what they can expect of teachers. Cheers, Matthias =========================================================== Matthias Sturm Distance Learning Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 or 1 (800) 788-1120 ext. 256 Fax: (416) 322-0780 or 1 (800) 788-1417 TTY: (416) 322-5751 or 1 (800) 788-1912 matthias.sturm at alphaplus.ca ============================================================ Melinda Hefner on 06/27/2007 12:54:35 PM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Matthias Sturm) Subject: [Technology 1139] Re: pre assessments for online learning -------------- next part -------------- You have described precisely one of the problems my department's literacy students encounter. Can you imagine an adult student whose only computer experience has been working with educational software or web-based programs in an ABE/GED class, completing his/her GED, going on to take college level classes, and enrolling in a DL course? We offer our adult literacy students computer literacy training, and we also offer them transition to college classes, but it is beyond our scope and, quite honestly, the capability of most of our instructors (this is not meant to be critical of our instructors) to teach them about using various content delivery systems, web portals, online advising systems, etc. Blackboard, WebCT, Campus Cruiser, homegrown content and learning delivery systems , etc. generally offer tutorial information, but all too often educational institutions merely regurgitate the tutorial information. Presenting information does not mean that learning has taken place. I've heard too many times from the IT folks, "Why don't they know how to use Blackboard? We offer workshops each semester." Educational providers need to be knowledgeable, savvy, and willing to spend some money to get systems that allow for superior online teaching and learning, not just to act as repositories for materials, electronic portfolios, or as databases for grades. It's an upfront investment that I think has tremendous benefits for learners, educators, and institutions. Those schools that are doing it well have fabulous results with student learning. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Lissa probus" 06/26/07 6:47 PM >>> Melinda - I want to respond to your statement: "We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.)." The problem with assessing for these skills seems to me to be that they are course and interface specific. As a doc student, I have used several versions of blackboard, three university email systems and programmed web sites to accept user content. I still have to learn how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc anew with every new system I encounter. I know many ways this CAN work, but it is essential that technical support for the specific interface be included in the instruction and targeted at the learning group expected to use the interface. This is not like climbing the stairs to enter the building - its as if new ways of building stairs were being invented every day - sometimes at the same building! Interestingly enough, this is occasionally an exercise in internet history, while many commecial websites make this interface seamless and intuitive - many educational providers are either at the mercy of an antiquated system or buying an interface that is not consistently applied. On 6/26/07, Silver-Pacuilla, Heidi wrote: Hi everyone ?? -------------- next part -------------- -------------- next part -------------- ? great to see the conversation keeping up at such a robust level! I just wanted to raise a point from my research review as well as my personal work and research with students. I would caution against pre-assessments that screen people out of classes. Pre assessments in our literacy and ESOL world should screen people *into* the right environments for their skills, otherwise we will lose them - again. Students who responded to evaluations of their online learning experience unanimously say that they learned computer skills AND self-directed learning habits *by* participating. This is a very fine line in service delivery, I know, but I think the key is to encourage students to try and then have supports on hand as/when they need them. We also have to keep pushing to produce and use better, more responsive instructional materials that teach the skills necessary to learn from them. Good luck to all of us! Heidi Silver-Pacuilla, Ph.D. American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) 202.403.5454 (Fax) From: technology-bounces at nifl.gov [mailto: technology-bounces at nifl.gov] On Behalf Of Melinda Hefner Sent: Tuesday, June 26, 2007 12:27 PM To: The Technology and Literacy Discussion List Subject: [Technology 1126] Re: Tryout periods I'm so glad to hear that your students' computer literacy skills are assessed. We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.). You didn't mention this, but I assume that the assessments also measure sefl-management skills, learning styles, lifestyle considerations, hardware and software requirements, etc. Measuring students' perceptions of DL courses is also helpful since many first-time DL students think that DL courses are easier than seated or hybrid courses. I've seen lots of DL readiness assessments, but often they only address computer skills rather than also addressing the areas I mentioned above. As DL courses become more and more common and as student learning and student satisfaction data are analyzed, I believe that the importance of comprehensive distance learning readiness will emerge. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Susan Jones" 06/26/07 11:09 AM >>> I have seen exactly such readiness assessments. I'm pretty sure I had to take one before I took an online course here in 2000... but it wasn't a grad program. Starting recently, *all* our students have to take a "computer competency" assessment and course placement is recommended from that. (We have several levels of basic computer competency classes.) Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> Melinda Hefner 6/25/2007 2:41 PM >>> I'm jumping in here mid-stream so this may have been discussed previously. I have rarely seen in DL courses, especially for DL literacy courses, any kind of distance learning readiness assessment. You're so right when you say that "...it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles." I'm in a 100% online grad program and several of the folks have dropped out because their technical skills simply weren't adequate. I've found too many educators who have discounted the DL readiness piece and go on to blame the students for not being successful. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> Leslie Petty 06/25/07 10:40 AM >>> I agree. Some of the states in Project IDEAL have found that students who have an extensive orientation to the distance material - including plenty of time to "play" and get a feel for this instructional approach - tend to persist longer. If we want students to be successful, it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles. It's hard for them to make an informed decision about distance if they're unfamiliar with it, so the idea of try-out periods makes a great deal of sense. Leslie Petty Wendy Quinones wrote: I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods Hi, Nancy from Toronto here again in response to the issue of learner retention. Recruitment and retention have been the focus of much discussion during the distance delivery research we have been engaged in at the AlphaPlus Centre with the four sites that have been exploring distance delivery. Retention has also been a noted interest in what happens in short online courses that we have developed and delivered as part of AlphaRoute for the past three years. Our emerging and currently only form of new content for AlphaRoute this year is online courses. Our courses are four weeks long. For the first two years they were delivered in a discussion forum - Web Board (supported by an external course web site) as part of AlphaRoute. This year we are offering the courses in Moodle. You can take a look at the course topic list and external course web sites at: www.resources.alpharoute.org > Resources > Online courses for adult literacy students What we have found in terms of retention is that for the first two weeks, students are gung-ho, and then we see a drop-off in week three that is sustained through week four. Generally we have found that a third of the students that enroll in a course complete it and receive a course certificate of participation. Interesting what you share David about a two-week period being perhaps the right amount to try-out time. I should note that we acknowledge there is a continuum of learning for us all, and so for a student to take the step and enroll in an AlphaRoute online course is in fact a learning step. Trying it out for a week or two to see how it works and then not continuing is also learning. Committing to take the course and complete the work to achieve the certificate at the end (and learning some cool stuff along the way) is a goal for us. And in the world of demonstrating literacy learning and a range of skills, can make for a great demonstration. But we would like to think that our courses are so valuable to learners and engaging that they will all move from start to finish. It isn't realistic that they will though - because of that continuum of learning. >From the stats and knowledge of the programs that the students enrolled in the courses come from, the highest retention rates come from students whose instructor has included the AlphaRoute online course within their instruction and where students are in a computer lab at the same time taking the course. So motivation and support (instructor and peer) are onsite. However, the course facilitator is at a distance and does contribute to a motivating and retention aspect of student support. The development of online courses in AlphaRoute has not been done within a research project or model. We are learning as we go and writing articles and sharing information as we learn. Our challenge at this point is to focus on that three week drop-off reality and see what we can do from the course content and development side to attempt to support learners in sustaining their involvement past that drop-off point. Any suggestions or ideas from the range of instructors and researchers participating in this discussion are more than welcome! Nancy Friday "David J. Rosen" on 06/15/2007 09:01:41 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1064] Tryout periods Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wbquinones at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com -- ********************************* Leslie Petty Associate Director, Project IDEAL University of Michigan Institute for Social Research 734-425-0748 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to joyess1 at gmail.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070627/df6dcdee/attachment.htm -------------- next part -------------- ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to matthias.sturm at alphaplus.ca From maureenh at azcallateen.k12.az.us Wed Jun 27 15:06:29 2007 From: maureenh at azcallateen.k12.az.us (maureen hoyt) Date: Wed, 27 Jun 2007 12:06:29 -0700 Subject: [Technology 1145] Re: pre assessments for online learning Message-ID: <77B24677B57F9646B244B93AE6B95C79011AA1EE@acat-exch.azcallateen.k12.az.us> I require only 5 hours on line a week and excuse students who have any kind of excuse. Next year the program(s) will be available on the Internet, which may help some. The course can run indefinitely- I have a few students who have been with me over a year. I hope that the new ITTS program will help students with lower math skills. I also offer tutorials for students who have time to come in, but most don't have the time. The frustrating thing for me is the large number of students who come in with good intentions, do the assessment, load the program at home, then stop and do not respond to my emails or calls- There are those few who stick with it and have some success, which is gratifying. Maureen Hoyt Basic Education Manager ACYR 602-252-6721ext 223 fax: 602-252-2952 www.azcallateen.k12.az.us www.az-aall.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Lissa probus Sent: Wednesday, June 27, 2007 11:05 AM To: The Technology and Literacy Discussion List Subject: [Technology 1143] Re: pre assessments for online learning Don't forget that normal academic attrition will include things like (got a job, kids sick, don't have time, Etc.), this is neither a failure of your program or of personal discipline. Its just life. Life happens. Including basic access to tech support for virus protection could be helpful - my university offers some, but I paid for more. Internet turned off is a huge problem ( and one that I often face at the end of the semester as internet access is expensive!). Consider including some support for planning the expense, back up resources - can the course be done at a local library? If many of your students have job and kid problems, is there a way to make participation asynchronous and allow them to work over longer periods? Personal discipline is a matter of working with individual motivation, and you can find supporting research in searches of SRL in DL ( self-regulated learning). Even minimal personal feedback has been shown to improve SRL in transitional learners. There is a link between learning level and SRL, as well as an engagement issue if you are dealing with adult learners. If your adult learners are experiencing low SRL, try to tie the learning to things they need to do. If the new capacities are understood to be both valuable and achievable, and the course criteria are such that design meets audience needs, then assess attrition based on issues that would not allow an I or W at a community college. make sure not to blame your self or your students for poverty, family or the digital divide - these are the reasons for your intervention in the first place. On 6/27/07, maureen hoyt wrote: Almost all of my distance students who did not continue in the MHC program had either technical difficulties (computer virus, Internet turned off ) or personal problems (got a job, kids sick, don't have time, Etc.). Even though most had good technical skills- and the program really doesn't require much- the personal discipline required was the obstacle. I'm doing the stats on the course now, and it's not looking pretty!! I will need to screen next year for reading levels. My DL grant is funded "on probation" and the stats so far have a very low success rate with lower level readers (below 8 grade). For those who can do supported distance only, I will give some Internet resources for those who are on a lower level, but they'll have to do that independently. Maureen Hoyt Basic Education Manager ACYR 602-252-6721ext 223 fax: 602-252-2952 www.azcallateen.k12.az.us www.az-aall.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Lissa probus Sent: Tuesday, June 26, 2007 3:48 PM To: The Technology and Literacy Discussion List Subject: [Technology 1132] Re: pre assessments for online learning Melinda - I want to respond to your statement: "We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.)." The problem with assessing for these skills seems to me to be that they are course and interface specific. As a doc student, I have used several versions of blackboard, three university email systems and programmed web sites to accept user content. I still have to learn how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc anew with every new system I encounter. I know many ways this CAN work, but it is essential that technical support for the specific interface be included in the instruction and targeted at the learning group expected to use the interface. This is not like climbing the stairs to enter the building - its as if new ways of building stairs were being invented every day - sometimes at the same building! Interestingly enough, this is occasionally an exercise in internet history, while many commecial websites make this interface seamless and intuitive - many educational providers are either at the mercy of an antiquated system or buying an interface that is not consistently applied. On 6/26/07, Silver-Pacuilla, Heidi < HSilver-Pacuilla at air.org > wrote: Hi everyone - great to see the conversation keeping up at such a robust level! I just wanted to raise a point from my research review as well as my personal work and research with students. I would caution against pre-assessments that screen people out of classes. Pre assessments in our literacy and ESOL world should screen people *into* the right environments for their skills, otherwise we will lose them - again. Students who responded to evaluations of their online learning experience unanimously say that they learned computer skills AND self-directed learning habits *by* participating. This is a very fine line in service delivery, I know, but I think the key is to encourage students to try and then have supports on hand as/when they need them. We also have to keep pushing to produce and use better, more responsive instructional materials that teach the skills necessary to learn from them. Good luck to all of us! Heidi Silver-Pacuilla, Ph.D. American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) 202.403.5454 (Fax) ________________________________ From: technology-bounces at nifl.gov [mailto: technology-bounces at nifl.gov ] On Behalf Of Melinda Hefner Sent: Tuesday, June 26, 2007 12:27 PM To: The Technology and Literacy Discussion List Subject: [Technology 1126] Re: Tryout periods I'm so glad to hear that your students' computer literacy skills are assessed. We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.). You didn't mention this, but I assume that the assessments also measure sefl-management skills, learning styles, lifestyle considerations, hardware and software requirements, etc. Measuring students' perceptions of DL courses is also helpful since many first-time DL students think that DL courses are easier than seated or hybrid courses. I've seen lots of DL readiness assessments, but often they only address computer skills rather than also addressing the areas I mentioned above. As DL courses become more and more common and as student learning and student satisfaction data are analyzed, I believe that the importance of comprehensive distance learning readiness will emerge. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Susan Jones" < SUJones at parkland.edu > 06/26/07 11:09 AM >>> I have seen exactly such readiness assessments. I'm pretty sure I had to take one before I took an online course here in 2000... but it wasn't a grad program. Starting recently, *all* our students have to take a "computer competency" assessment and course placement is recommended from that. (We have several levels of basic computer competency classes.) Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> Melinda Hefner 6/25/2007 2:41 PM >>> I'm jumping in here mid-stream so this may have been discussed previously. I have rarely seen in DL courses, especially for DL literacy courses, any kind of distance learning readiness assessment. You're so right when you say that "...it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles." I'm in a 100% online grad program and several of the folks have dropped out because their technical skills simply weren't adequate. I've found too many educators who have discounted the DL readiness piece and go on to blame the students for not being successful. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> Leslie Petty 06/25/07 10:40 AM >>> I agree. Some of the states in Project IDEAL have found that students who have an extensive orientation to the distance material - including plenty of time to "play" and get a feel for this instructional approach - tend to persist longer. If we want students to be successful, it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles. It's hard for them to make an informed decision about distance if they're unfamiliar with it, so the idea of try-out periods makes a great deal of sense. Leslie Petty Wendy Quinones wrote: I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods Hi, Nancy from Toronto here again in response to the issue of learner retention. Recruitment and retention have been the focus of much discussion during the distance delivery research we have been engaged in at the AlphaPlus Centre with the four sites that have been exploring distance delivery. Retention has also been a noted interest in what happens in short online courses that we have developed and delivered as part of AlphaRoute for the past three years. Our emerging and currently only form of new content for AlphaRoute this year is online courses. Our courses are four weeks long. For the first two years they were delivered in a discussion forum - Web Board (supported by an external course web site) as part of AlphaRoute. This year we are offering the courses in Moodle. You can take a look at the course topic list and external course web sites at: www.resources.alpharoute.org > Resources > Online courses for adult literacy students What we have found in terms of retention is that for the first two weeks, students are gung-ho, and then we see a drop-off in week three that is sustained through week four. Generally we have found that a third of the students that enroll in a course complete it and receive a course certificate of participation. Interesting what you share David about a two-week period being perhaps the right amount to try-out time. I should note that we acknowledge there is a continuum of learning for us all, and so for a student to take the step and enroll in an AlphaRoute online course is in fact a learning step. Trying it out for a week or two to see how it works and then not continuing is also learning. Committing to take the course and complete the work to achieve the certificate at the end (and learning some cool stuff along the way) is a goal for us. And in the world of demonstrating literacy learning and a range of skills, can make for a great demonstration. But we would like to think that our courses are so valuable to learners and engaging that they will all move from start to finish. It isn't realistic that they will though - because of that continuum of learning. >From the stats and knowledge of the programs that the students enrolled in the courses come from, the highest retention rates come from students whose instructor has included the AlphaRoute online course within their instruction and where students are in a computer lab at the same time taking the course. So motivation and support (instructor and peer) are onsite. However, the course facilitator is at a distance and does contribute to a motivating and retention aspect of student support. The development of online courses in AlphaRoute has not been done within a research project or model. We are learning as we go and writing articles and sharing information as we learn. Our challenge at this point is to focus on that three week drop-off reality and see what we can do from the course content and development side to attempt to support learners in sustaining their involvement past that drop-off point. Any suggestions or ideas from the range of instructors and researchers participating in this discussion are more than welcome! Nancy Friday "David J. Rosen" on 06/15/2007 09:01:41 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1064] Tryout periods Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wbquinones at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com -- ********************************* Leslie Petty Associate Director, Project IDEAL University of Michigan Institute for Social Research 734-425-0748 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to joyess1 at gmail.com ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to joyess1 at gmail.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070627/1a1fe657/attachment.html From mhefner at cccti.edu Wed Jun 27 15:10:13 2007 From: mhefner at cccti.edu (Melinda Hefner) Date: Wed, 27 Jun 2007 15:10:13 -0400 Subject: [Technology 1146] Re: pre assessments for online learning References: <20070626T122648Z_1F1A00170000@cccti.edu> <9c70ff110706261547v21ffa565ja7de9c38983a34c3@mail.gmail.com> <20070627T125435Z_1F1A00170000@cccti.edu> <04E56D7139A45949A5435413801707A20C47DA@mailbe-la05.lausd.net> Message-ID: <20070627T151013Z_1F1A00170000@cccti.edu> Barry, here is a cyberhug for you. You, unfortunately, are a victim of..........................poor instructional technology design!!!!!! Many schools hire tech folks who have no background or knowledge in instructional technology so they help the instructors with technical issues but have no idea about sound instructional design practices for online learning. Your "clicking in circles" is all too common of an experience for dl learners. Once again, institutions need to invest upfront and hire instructional technologists who can work with subject matter experts. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Bakin, Barry" 06/27/07 1:11 PM >>> "Blackboard, WebCT, Campus Cruiser, homegrown content and learning delivery systems , etc. generally offer tutorial information, but all too often educational institutions merely regurgitate the tutorial information. Presenting information does not mean that learning has taken place. I've heard too many times from the IT folks, "Why don't they know how to use Blackboard? We offer workshops each semester."" It's not just understanding how to use the basic tools and features of a delivery system. Course developers and creators can create extremely confusing and frustrating courses. I have found myself "Clicking in Circles" trying to find a particular handout to download for the particular assignment I'm supposed to be working on on a particular day. You click on the course outline link and then on the explanation for the day and then on the calendar and then on the discussion forum, and then on and so on and so forth until you find a link to the handout which was actually never uploaded to the server so you can't download it anyway! You send an email to the instructor and 4 days later you get a reply saying it works fine on their computer! etc... Barry Bakin ESL Teacher Adviser Division of Adult and Career Education Los Angeles Unified School District ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070627/bb3939f4/attachment.html From barbarajgordon at yahoo.com Wed Jun 27 17:49:54 2007 From: barbarajgordon at yahoo.com (Barbara Gordon) Date: Wed, 27 Jun 2007 14:49:54 -0700 (PDT) Subject: [Technology 1147] Interesting online resource: www.worldmapper.org In-Reply-To: Message-ID: <136393.54368.qm@web33212.mail.mud.yahoo.com> This resource is a collection of world maps--and the maps are re-sized according to the a range of subjects. For example, the following link takes you to the adult literacy world map: http://www.worldmapper.org/display.php?selected=196 Thought this might interest some listserv folks. Best, BJ Barbara (B)J Gordon, RD, MBA HealthComm Solutions ____________________________________________________________________________________ Shape Yahoo! in your own image. Join our Network Research Panel today! http://surveylink.yahoo.com/gmrs/yahoo_panel_invite.asp?a=7 From barry.bakin at lausd.net Wed Jun 27 17:13:57 2007 From: barry.bakin at lausd.net (Bakin, Barry) Date: Wed, 27 Jun 2007 14:13:57 -0700 Subject: [Technology 1148] Re: pre assessments for online learning In-Reply-To: <20070627T151013Z_1F1A00170000@cccti.edu> Message-ID: <04E56D7139A45949A5435413801707A2101E96@mailbe-la05.lausd.net> Thanks! My point of course was if a "highly educated" (MA in Educational Technology) "technologically literate" and "highly motivated" user can run into such frustrating online experiences to the point of wanting to give up on a course, than of course, how much more challenging the same issues would be for individuals with less technological literacy, language skills or motivation. Barry -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Melinda Hefner Sent: Wednesday, June 27, 2007 12:10 PM To: The Technology and Literacy Discussion List Subject: [Technology 1146] Re: pre assessments for online learning Barry, here is a cyberhug for you. You, unfortunately, are a victim of..........................poor instructional technology design!!!!!! Many schools hire tech folks who have no background or knowledge in instructional technology so they help the instructors with technical issues but have no idea about sound instructional design practices for online learning. Your "clicking in circles" is all too common of an experience for dl learners. Once again, institutions need to invest upfront and hire instructional technologists who can work with subject matter experts. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Bakin, Barry" 06/27/07 1:11 PM >>> "Blackboard, WebCT, Campus Cruiser, homegrown content and learning delivery systems , etc. generally offer tutorial information, but all too often educational institutions merely regurgitate the tutorial information. Presenting information does not mean that learning has taken place. I've heard too many times from the IT folks, "Why don't they know how to use Blackboard? We offer workshops each semester."" It's not just understanding how to use the basic tools and features of a delivery system. Course developers and creators can create extremely confusing and frustrating courses. I have found myself "Clicking in Circles" trying to find a particular handout to download for the particular assignment I'm supposed to be working on on a particular day. You click on the course outline link and then on the explanation for the day and then on the calendar and then on the discussion forum, and then on and so on and so forth until you find a link to the handout which was actually never uploaded to the server so you can't download it anyway! You send an email to the instructor and 4 days later you get a reply saying it works fine on their computer! etc... Barry Bakin ESL Teacher Adviser Division of Adult and Career Education Los Angeles Unified School District ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070627/fa448fc0/attachment.html From Matthias_Sturm at alphaplus.ca Wed Jun 27 17:22:39 2007 From: Matthias_Sturm at alphaplus.ca (Matthias_Sturm at alphaplus.ca) Date: Wed, 27 Jun 2007 17:22:39 -0400 Subject: [Technology 1149] Re: pre assessments for online learning Message-ID: <85257307.00756F7F.00@alphaplus.ca> Hi Barry I can definetely support Melinda's comment. At many institutions there seems to be a huge gap between the expertise of technical staff and what can be expected of teachers to fill it with good instructional design, sometimes also refered to pedagogical design to give it that dimension of educational theory. Educational institutions shouldn't turn to either to do this but rather rely on someone who has the expetise and experience to bridge that gap. In Canada, as a far as I know, there are very few educational programs that offer training with that perspective but there are some and probably there are some in the U.S. as well. Many institutions seem to think they can do without that position that negociates between the technical capabilities and the needs of instructors for their vision of an online learning environment. That being said, I think Web 2.0 has started to change some of that thinking. Matthias Melinda Hefner on 06/27/2007 03:10:13 PM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Matthias Sturm) Subject: [Technology 1146] Re: pre assessments for online learning Barry, here is a cyberhug for you. You, unfortunately, are a victim of..........................poor instructional technology design!!!!!! Many schools hire tech folks who have no background or knowledge in instructional technology so they help the instructors with technical issues but have no idea about sound instructional design practices for online learning. Your "clicking in circles" is all too common of an experience for dl learners. Once again, institutions need to invest upfront and hire instructional technologists who can work with subject matter experts. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Bakin, Barry" 06/27/07 1:11 PM >>> "Blackboard, WebCT, Campus Cruiser, homegrown content and learning delivery systems , etc. generally offer tutorial information, but all too often educational institutions merely regurgitate the tutorial information. Presenting information does not mean that learning has taken place. I've heard too many times from the IT folks, "Why don't they know how to use Blackboard? We offer workshops each semester."" It's not just understanding how to use the basic tools and features of a delivery system. Course developers and creators can create extremely confusing and frustrating courses. I have found myself "Clicking in Circles" trying to find a particular handout to download for the particular assignment I'm supposed to be working on on a particular day. You click on the course outline link and then on the explanation for the day and then on the calendar and then on the discussion forum, and then on and so on and so forth until you find a link to the handout which was actually never uploaded to the server so you can't download it anyway! You send an email to the instructor and 4 days later you get a reply saying it works fine on their computer! etc... Barry Bakin ESL Teacher Adviser Division of Adult and Career Education Los Angeles Unified School District ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070627/b9217be1/attachment.htm -------------- next part -------------- ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to matthias.sturm at alphaplus.ca =========================================================== Matthias Sturm Distance Learning Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 or 1 (800) 788-1120 ext. 256 Fax: (416) 322-0780 or 1 (800) 788-1417 TTY: (416) 322-5751 or 1 (800) 788-1912 matthias.sturm at alphaplus.ca ============================================================ From nancy.friday at alphaplus.ca Thu Jun 28 09:26:31 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Thu, 28 Jun 2007 09:26:31 -0400 Subject: [Technology 1150] Re: pre assessments for online learning Message-ID: <85257308.0049D787.00@alphaplus.ca> Hi Everyone, What a discussion pace! But so rich and engaging. I am a few days behind so bear with me. I agree with you Heidi that any form of external or self-assessment of students should draw them in rather than screen them out. AlphaRoute was created initially to be distance learning resource for adult literacy students in Ontario whose reading, writing and numeracy skills were below what at the time was grade 9 level. Over the years the largest number of students using AlphaRoute have come in at or below the grade 6 level and have used AlphaRoute onsite in their programs more than at a distance from their home. The idea behind AlphaRoute was to create a secure place online for this audience where students, even those at the earliest stages of reading, could explore and gain basic computer and online learning skills. So within AlphaRoute there are very simple mouse manipulation and clicking games, drag and drop jigsaw puzzles, learning activities that save work to a portfolio that students can review, audio supported text, basic email (no attachments) without the bells and whistles and without spam or fear of introducing a virus, discussion forums, chat rooms, online courses using Moodle which introduces a messaging system, and a short online assessment tool for reading, writing and numeracy. The idea is to give students a place to try out and if they are interested in so doing, master some of the basic tools and skills required in external online learning environments that are more sophisticated and complex. We have never developed an exit assessment for AlphaRoute that determines if in fact a student has achieved competency in all these areas. That would be something an instructor or program coordinator may have developed. It seems that many people engaged in this discussion are working with students at much higher levels than we are. The highest end of literacy and basic skills delivery in Ontario falls at the pre-GED preparation level and or grade 12 equivalency delivered through the colleges. My response here is to insert AlphaRoute as an entry place for gaining computer competency skills and online learning skills for students across the literacy and basic skills spectrum in Ontario. I will add that AlphaRoute doesn't include a keyboarding competency component and over the years this kind of content piece has been requested by practitioners and students. We believe there are many very good educational software programs available, the Mavis Beacon Typing Program being a very popular one in literacy programs, that can provide a curriculum and paced-keyboarding instruction, so we haven't integrated keyboarding into AlphaRoute. Nancy "Silver-Pacuilla, Heidi" on 06/26/2007 01:02:40 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1128] Re: pre assessments for online learning Hi everyone - great to see the conversation keeping up at such a robust level! I just wanted to raise a point from my research review as well as my personal work and research with students. I would caution against pre-assessments that screen people out of classes. Pre assessments in our literacy and ESOL world should screen people *into* the right environments for their skills, otherwise we will lose them - again. Students who responded to evaluations of their online learning experience unanimously say that they learned computer skills AND self-directed learning habits *by* participating. This is a very fine line in service delivery, I know, but I think the key is to encourage students to try and then have supports on hand as/when they need them. We also have to keep pushing to produce and use better, more responsive instructional materials that teach the skills necessary to learn from them. Good luck to all of us! Heidi Silver-Pacuilla, Ph.D. American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) 202.403.5454 (Fax) ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Melinda Hefner Sent: Tuesday, June 26, 2007 12:27 PM To: The Technology and Literacy Discussion List Subject: [Technology 1126] Re: Tryout periods I'm so glad to hear that your students' computer literacy skills are assessed. We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.). You didn't mention this, but I assume that the assessments also measure sefl-management skills, learning styles, lifestyle considerations, hardware and software requirements, etc. Measuring students' perceptions of DL courses is also helpful since many first-time DL students think that DL courses are easier than seated or hybrid courses. I've seen lots of DL readiness assessments, but often they only address computer skills rather than also addressing the areas I mentioned above. As DL courses become more and more common and as student learning and student satisfaction data are analyzed, I believe that the importance of comprehensive distance learning readiness will emerge. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Susan Jones" 06/26/07 11:09 AM >>> I have seen exactly such readiness assessments. I'm pretty sure I had to take one before I took an online course here in 2000... but it wasn't a grad program. Starting recently, *all* our students have to take a "computer competency" assessment and course placement is recommended from that. (We have several levels of basic computer competency classes.) Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> Melinda Hefner 6/25/2007 2:41 PM >>> I'm jumping in here mid-stream so this may have been discussed previously. I have rarely seen in DL courses, especially for DL literacy courses, any kind of distance learning readiness assessment. You're so right when you say that "...it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles." I'm in a 100% online grad program and several of the folks have dropped out because their technical skills simply weren't adequate. I've found too many educators who have discounted the DL readiness piece and go on to blame the students for not being successful. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> Leslie Petty 06/25/07 10:40 AM >>> I agree. Some of the states in Project IDEAL have found that students who have an extensive orientation to the distance material - including plenty of time to "play" and get a feel for this instructional approach - tend to persist longer. If we want students to be successful, it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles. It's hard for them to make an informed decision about distance if they're unfamiliar with it, so the idea of try-out periods makes a great deal of sense. Leslie Petty Wendy Quinones wrote: I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods Hi, Nancy from Toronto here again in response to the issue of learner retention. Recruitment and retention have been the focus of much discussion during the distance delivery research we have been engaged in at the AlphaPlus Centre with the four sites that have been exploring distance delivery. Retention has also been a noted interest in what happens in short online courses that we have developed and delivered as part of AlphaRoute for the past three years. Our emerging and currently only form of new content for AlphaRoute this year is online courses. Our courses are four weeks long. For the first two years they were delivered in a discussion forum - Web Board (supported by an external course web site) as part of AlphaRoute. This year we are offering the courses in Moodle. You can take a look at the course topic list and external course web sites at: www.resources.alpharoute.org > Resources > Online courses for adult literacy students What we have found in terms of retention is that for the first two weeks, students are gung-ho, and then we see a drop-off in week three that is sustained through week four. Generally we have found that a third of the students that enroll in a course complete it and receive a course certificate of participation. Interesting what you share David about a two-week period being perhaps the right amount to try-out time. I should note that we acknowledge there is a continuum of learning for us all, and so for a student to take the step and enroll in an AlphaRoute online course is in fact a learning step. Trying it out for a week or two to see how it works and then not continuing is also learning. Committing to take the course and complete the work to achieve the certificate at the end (and learning some cool stuff along the way) is a goal for us. And in the world of demonstrating literacy learning and a range of skills, can make for a great demonstration. But we would like to think that our courses are so valuable to learners and engaging that they will all move from start to finish. It isn't realistic that they will though - because of that continuum of learning. >From the stats and knowledge of the programs that the students enrolled in the courses come from, the highest retention rates come from students whose instructor has included the AlphaRoute online course within their instruction and where students are in a computer lab at the same time taking the course. So motivation and support (instructor and peer) are onsite. However, the course facilitator is at a distance and does contribute to a motivating and retention aspect of student support. The development of online courses in AlphaRoute has not been done within a research project or model. We are learning as we go and writing articles and sharing information as we learn. Our challenge at this point is to focus on that three week drop-off reality and see what we can do from the course content and development side to attempt to support learners in sustaining their involvement past that drop-off point. Any suggestions or ideas from the range of instructors and researchers participating in this discussion are more than welcome! Nancy Friday "David J. Rosen" on 06/15/2007 09:01:41 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1064] Tryout periods Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wbquinones at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com -- ********************************* Leslie Petty Associate Director, Project IDEAL University of Michigan Institute for Social Research 734-425-0748 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070628/72327868/attachment.htm -------------- next part -------------- ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From nancy.friday at alphaplus.ca Thu Jun 28 09:50:17 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Thu, 28 Jun 2007 09:50:17 -0400 Subject: [Technology 1151] Re: pre assessments for online learning Message-ID: <85257308.004C0490.00@alphaplus.ca> Hi Diana, I'd like to respond to your story about Luis and his persistence. I see this happen a lot within the online environment of AlphaRoute, and with the literacy student that I myself tutor face-to-face. Some students refuse to be defeated by technology and are so eager to learn something new and participate with others that they will plow through incredible barriers to achieve their goals. I am always amazed and impressed. Of course there are also many students who do give up at the first technology glitch and write off a resource because it didn't work the first time, or created some challenges along the way. AlphaRoute was developed from its inception to be an environment in which the student has full access to everything available - to be able to explore say what a level 5 activity is like when the student is at level 2. To enroll in an online course (everything is free and non-credited) and to lurk, engage of part, or complete to earn a certificate of participation. This puts the self-management piece into the hands of the student. Within AlphaRoute there is a small group of students who form a community of sorts. I am always amazed when I speak with a couple of those core students by how much they know about other students across the provice because of their interactions by email or chat within AlphaRoute. There are students who take the AlphaRoute online courses from home and program computers that use dial-up! It can take a long time for some content to load, but the students are so keen to participate and learn online, that they persist when I would not. I know how much I learn when I refuse to be defeated by an obstacle and work through a problem until I get some resolution - and how good I feel afterwards that I prevailed. I congratulate Luis for his persistence and to you and the program staff for removing the first barrier and giving him his chance. What was key for his success, apart from his own determination was his self-knowledge that he could succeed and the support along the way from you and your husband that he required and requested. We have learned from our research into the use of AlphaRoute and what students indicate they require in learning online is that the support of an online mentor as well as onsite support as required is key. Students value and welcome the assistance they need to explore their limits and pursue their goals. As students move on from basic literacy programs we know they will encounter external assessment tools that will assess and measure their competency in a range of areas, including comfort and facility in online learning environments. And that seems to be where many people engaged in this discussion are interacting with students who have reading, writing and numeracy skills but perhaps not sophisticated enough or honed enough distance online learning skills, including self-management and self-direction to succeed. I just want to insert what is happening at the early end of the literacy continuum to introduce and prepare students for what is ahead. Nancy "Diana Satin" on 06/26/2007 04:32:54 PM Please respond to Diana Satin ; Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1131] Re: pre assessments for online learning Hi-- Many very good points made here. I can tell the story of one student to illustrate those regarding screening, prerequisite computer skills, and the perhaps un-screenable factor of motivation. During my most recent recruitment for our program's English for All-based course (mostly DL with optional supplementary support available), one person I phoned from our waitlist was unable to speak with me in English. I explained to Luis (in my elementary-level Spanish) that the course was likely to be challenging, but he was welcome to try it and see how he felt. At the face-to-face orientation, he had great difficulty conversing with the other students but was able to follow along by watching how to navigate the course website. At home, he had numerous technical issues: First, he didn't have lots of computer experience and didn't own a computer, but bought one, motivated by the course. Then, he couldn't view the videos because of a software snafu. I (and my more fluently Spanish-speaking husband) explained another way he could access the videos using iTunes, which he had his more computer-savvy brother help him work out. He also has had language difficulties: When I called to check in on Luis because I saw he wasn't moving forward in the course, he said he was having difficulty understanding the videos. I explained how he could resize the iTunes window and the English for All window, so he could read the text of the video as he viewed the movie in order to aid his comprehension. When I asked him how he feels in the course, what with the difficulties and all, he says he's learning the language, and he does not have another opportunity to learn because he isn't enrolled in any other course. (Luis was able to hold this conversation completely in English! Struggling, but all in English.) So, Luis is an example of someone who could have been screened out due to his limited computer and language skills. However, he's persisted in this primarily DL course for 2-1/2 months, he's improved his computer knowledge through his involvement with the class, and he's earning mostly 100% scores on his coursework. Other students who passed the screening because of their stronger computer and language skills haven't persisted as Luis has. Diana Satin Jamaica Plain Community Centers Adult Learning Program Boston, MA 781.352.4540 ----- Original Message ----- From: Silver-Pacuilla, Heidi To: The Technology and Literacy Discussion List Sent: Tuesday, June 26, 2007 1:02 PM Subject: [Technology 1128] Re: pre assessments for online learning Hi everyone - great to see the conversation keeping up at such a robust level! I just wanted to raise a point from my research review as well as my personal work and research with students. I would caution against pre-assessments that screen people out of classes. Pre assessments in our literacy and ESOL world should screen people *into* the right environments for their skills, otherwise we will lose them - again. Students who responded to evaluations of their online learning experience unanimously say that they learned computer skills AND self-directed learning habits *by* participating. This is a very fine line in service delivery, I know, but I think the key is to encourage students to try and then have supports on hand as/when they need them. We also have to keep pushing to produce and use better, more responsive instructional materials that teach the skills necessary to learn from them. Good luck to all of us! Heidi Silver-Pacuilla, Ph.D. American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC 20007 202.403.5218 (Phone) 202.403.5454 (Fax) ------------------------------------------------------------------------- ----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Melinda Hefner Sent: Tuesday, June 26, 2007 12:27 PM To: The Technology and Literacy Discussion List Subject: [Technology 1126] Re: Tryout periods I'm so glad to hear that your students' computer literacy skills are assessed. We've found that students often think that the computer skills they have are sufficient for a DL course, when they aren't. (They may e-mail and use the internet, but not know how to save files, upload files, use discussion boards, use digital drop boxes, use virtual classrooms, etc., etc.). You didn't mention this, but I assume that the assessments also measure sefl-management skills, learning styles, lifestyle considerations, hardware and software requirements, etc. Measuring students' perceptions of DL courses is also helpful since many first-time DL students think that DL courses are easier than seated or hybrid courses. I've seen lots of DL readiness assessments, but often they only address computer skills rather than also addressing the areas I mentioned above. As DL courses become more and more common and as student learning and student satisfaction data are analyzed, I believe that the importance of comprehensive distance learning readiness will emerge. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> "Susan Jones" 06/26/07 11:09 AM >>> I have seen exactly such readiness assessments. I'm pretty sure I had to take one before I took an online course here in 2000... but it wasn't a grad program. Starting recently, *all* our students have to take a "computer competency" assessment and course placement is recommended from that. (We have several levels of basic computer competency classes.) Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> Melinda Hefner 6/25/2007 2:41 PM >>> I'm jumping in here mid-stream so this may have been discussed previously. I have rarely seen in DL courses, especially for DL literacy courses, any kind of distance learning readiness assessment. You're so right when you say that "...it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles." I'm in a 100% online grad program and several of the folks have dropped out because their technical skills simply weren't adequate. I've found too many educators who have discounted the DL readiness piece and go on to blame the students for not being successful. Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> Leslie Petty 06/25/07 10:40 AM >>> I agree. Some of the states in Project IDEAL have found that students who have an extensive orientation to the distance material - including plenty of time to "play" and get a feel for this instructional approach - tend to persist longer. If we want students to be successful, it seems reasonable that we help them find the instructional method or class that best fits their needs and learning styles. It's hard for them to make an informed decision about distance if they're unfamiliar with it, so the idea of try-out periods makes a great deal of sense. Leslie Petty Wendy Quinones wrote: I'm a little late getting back to this, but I love the point you made, Nancy, about the try-out being a learning experience even if the course isn't completed. I've found that to be the case with PD online as well, with teachers trying out the online experience and deciding they definitely don't like it and leaving; others finding that the material or the participant interaction to be so valuable that they persist in the face of all kinds of technical and personal difficulties. Not too different from our students, I think. In this age of accountability we focus perhaps to much on outcomes and not enough on process and what can be learned from it, regardless of outcome. Wendy Quinones ----- Original Message ----- From: To: "The Technology and Literacy Discussion List" Sent: Friday, June 15, 2007 2:03 PM Subject: [Technology 1073] Re: Tryout periods Hi, Nancy from Toronto here again in response to the issue of learner retention. Recruitment and retention have been the focus of much discussion during the distance delivery research we have been engaged in at the AlphaPlus Centre with the four sites that have been exploring distance delivery. Retention has also been a noted interest in what happens in short online courses that we have developed and delivered as part of AlphaRoute for the past three years. Our emerging and currently only form of new content for AlphaRoute this year is online courses. Our courses are four weeks long. For the first two years they were delivered in a discussion forum - Web Board (supported by an external course web site) as part of AlphaRoute. This year we are offering the courses in Moodle. You can take a look at the course topic list and external course web sites at: www.resources.alpharoute.org > Resources > Online courses for adult literacy students What we have found in terms of retention is that for the first two weeks, students are gung-ho, and then we see a drop-off in week three that is sustained through week four. Generally we have found that a third of the students that enroll in a course complete it and receive a course certificate of participation. Interesting what you share David about a two-week period being perhaps the right amount to try-out time. I should note that we acknowledge there is a continuum of learning for us all, and so for a student to take the step and enroll in an AlphaRoute online course is in fact a learning step. Trying it out for a week or two to see how it works and then not continuing is also learning. Committing to take the course and complete the work to achieve the certificate at the end (and learning some cool stuff along the way) is a goal for us. And in the world of demonstrating literacy learning and a range of skills, can make for a great demonstration. But we would like to think that our courses are so valuable to learners and engaging that they will all move from start to finish. It isn't realistic that they will though - because of that continuum of learning. >From the stats and knowledge of the programs that the students enrolled in the courses come from, the highest retention rates come from students whose instructor has included the AlphaRoute online course within their instruction and where students are in a computer lab at the same time taking the course. So motivation and support (instructor and peer) are onsite. However, the course facilitator is at a distance and does contribute to a motivating and retention aspect of student support. The development of online courses in AlphaRoute has not been done within a research project or model. We are learning as we go and writing articles and sharing information as we learn. Our challenge at this point is to focus on that three week drop-off reality and see what we can do from the course content and development side to attempt to support learners in sustaining their involvement past that drop-off point. Any suggestions or ideas from the range of instructors and researchers participating in this discussion are more than welcome! Nancy Friday "David J. Rosen" on 06/15/2007 09:01:41 AM Please respond to The Technology and Literacy Discussion List To: The Technology and Literacy Discussion List cc: (bcc: Nancy Friday) Subject: [Technology 1064] Tryout periods Distance Learning Technology Colleagues, Earlier this week, in response to a message Heidi Silver-Pacuilla had posted, Holly Dilatush wrote: "too many learners register, show up one week, then drop before/ without completing 12 hours/first episode. Follow-up (to attempt to determine WHY) has been challenging -- guesswork more than documented responses. There are SO many extenuating circumstances." For many adult learners, especially those who choose online options, and for many reasons, we need to design/include/expect a "tryout period" a short online learning experience -- perhaps two weeks -- sampling the material, process and technology used in the longer, online learning. At the end of the tryout, participants can stop (if they were experimenting with the medium, are not happy with the content, can't make the longer commitment, or for any other reason). Those who are ready to commit, can do so, and at that point begin to be counted in the DOE-funded system. Does an example of this already exist somewhere? If so, how is the tryout period funded? (State and local funders and private funders need to pick up the costs of this "tryout") I believe we need the same sort of tryout period for teachers doing online professional development. Does a model of this exist somewhere? Your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wbquinones at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to lpetty at twmi.rr.com -- ********************************* Leslie Petty Associate Director, Project IDEAL University of Michigan Institute for Social Research 734-425-0748 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu ------------------------------------------------------------------------- ----- ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to steve_quann at worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070628/10ebc89b/attachment.htm -------------- next part -------------- ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From steve_quann at worlded.org Thu Jun 28 12:13:47 2007 From: steve_quann at worlded.org (Steve Quann) Date: Thu, 28 Jun 2007 12:13:47 -0400 Subject: [Technology 1152] List o' links In-Reply-To: <85257308.004C0490.00@alphaplus.ca> References: <85257308.004C0490.00@alphaplus.ca> Message-ID: <4683A5FA.BC3D.00F8.0@worlded.org> Thanks to the help of the folks on this list I have compiled a list of links to sites that might help support learners in getting the basics computer skills they might need to study online. (As can be seen from the discussion there is a whole lot more that goes into success.) I know there are of lists for building computer skills out there but it has been a while since I have done this search and was hoping that there would be a lot of new animated tutorials either on separate topics or one that covered most. There are a number but many are for K-12. I will also continue looking for the kind of thing Alpha Route offers but as I understand it is only available to those in Canada. So Nancy, if you know of something similar that can be used beyond the borders let me/us know. Here were the recommendations for the list followed by a link to a breakdown of ones that I thought might be particularly helpful. Recommendations from Larry Ferlazzo, Tommy McDonell, Michelle Faith Brown and Viz Larry Ferlazzo suggested: http://www.bayworld.net/ferlazzo/englishthemes.html#computer http://www.bayworld.net/ferlazzo/englishint.html#typing My favorite one for English Language Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ schools/typing/). It has audio support. Tommy McDonell found: Some of the ones below come from here: http://www.internet4classrooms.com/on-line2.htm#wd http://www.internet4classrooms.com/on-line_word.htm gives great tutorials that you can print out. http://its.leesummit.k12.mo.us/word.htm these are some nice looking tutorials. Learn the Net http://www.learnthenet.com/english/index.html which has this: ANIMATED....How the Internet works http://www.learnthenet.com/english/animate/animate.htm Viz and Michelle Brown recommend: http://www.sense-lang.org/typing/ Flash program can be downloaded from http://www.sense-lang.org/typing/ You can install it or use it online. If anyone is interested, I went through the suggestions and selcted ones that I thought might be most appropriate for adults, added a few and organized them by topic. You can see this list at http://tech.worlded.org/docs/cesol/tutorials.htm You?ll see that some of the oldies are still some of the goodies. But please let me know if you have additions or comments. Thanks! Steve Quann World Education 44 Farnsworth Street Boston, MA 617.482.9485 From trudy.kennell at alphaplus.ca Thu Jun 28 12:56:07 2007 From: trudy.kennell at alphaplus.ca (trudy.kennell at alphaplus.ca) Date: Thu, 28 Jun 2007 12:56:07 -0400 Subject: [Technology 1153] Steve's list o' links Message-ID: <85257308.005D07E0.00@alphaplus.ca> Hi everyone, Steve, I work with Nancy and Matthias at AlphaPlus here in Toronto and thought it was about time that I jumped in here too. We have a "border-free" resource everyone can use, no matter where in the world you're located, called the Index to Web Resources. It's an amazing collection of Web sites devoted to literacy. I just took a look at the items listed in the Index under "computer skills" and there are 60 Web sites listed for that term alone. Some of them may be duplicates of yours, and some of them aren't tutorials but it's worth the trip. There are more than 1000 entries in the Index - you'll probably find some of your own work there. To find the Index, go to our Web site: www.alphaplus.ca. On the top menu there's a red tab called Library Services where you'll find the link to the Index to Web Resources. You'll see a subject keyword search feature. I chose C and then Computer Skills. Happy hunting! Trudy =========================================================== Trudy Kennell Curriculum Developer and Editor AlphaPlus Centre (http://alphaplus.ca) Telephone: 416-322-1012 ext. 302, 1 (800) 788-1120 Fax: 416-322-0780, 1 (800) 788-1417 TTY: 416-322-5751 trudy.kennell at alphaplus.ca ============================================================ From vjsanbor at vcu.edu Thu Jun 28 12:38:48 2007 From: vjsanbor at vcu.edu (Victoire G Sanborn/AC/VCU) Date: Thu, 28 Jun 2007 12:38:48 -0400 Subject: [Technology 1154] Re: List o' links Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070628/0db99384/attachment.html From bsatchel at gccnj.edu Thu Jun 28 13:03:37 2007 From: bsatchel at gccnj.edu (Satchell, Brigette) Date: Thu, 28 Jun 2007 13:03:37 -0400 Subject: [Technology 1155] Re: List o' links In-Reply-To: Message-ID: <3EBCA373D30BC7459CEC7C919E30CC5606E8A811@gcc-exch.gcc.gccnj.edu> Thanks for the information ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Victoire G Sanborn/AC/VCU Sent: Thursday, June 28, 2007 12:39 PM To: The Technology and Literacy Discussion List Subject: [Technology 1154] Re: List o' links Hello all, I just wanted to share this YouTube link from blogger, which teaches someone to create a blog in less than two minutes. It is titled "Blogger: How To Start a Blog" www.youtube.com/watch?v=bU4gXHkejMo&mode=related&search= Victoire J. Gerkens Sanborn Director, Literacy Support Center Virginia Adult Learning Resource Center 800-237-0178 Fax: 804-828-7539 www.valrc.org -----technology-bounces at nifl.gov wrote: ----- To: "The Technology and Literacy Discussion List" From: "Steve Quann" Sent by: technology-bounces at nifl.gov Date: 06/28/2007 12:13PM Subject: [Technology 1152] List o' links Thanks to the help of the folks on this list I have compiled a list of links to sites that might help support learners in getting the basics computer skills they might need to study online. (As can be seen from the discussion there is a whole lot more that goes into success.) I know there are of lists for building computer skills out there but it has been a while since I have done this search and was hoping that there would be a lot of new animated tutorials either on separate topics or one that covered most. There are a number but many are for K-12. I will also continue looking for the kind of thing Alpha Route offers but as I understand it is only available to those in Canada. So Nancy, if you know of something similar that can be used beyond the borders let me/us know. Here were the recommendations for the list followed by a link to a breakdown of ones that I thought might be particularly helpful. Recommendations from Larry Ferlazzo, Tommy McDonell, Michelle Faith Brown and Viz Larry Ferlazzo suggested: http://www.bayworld.net/ferlazzo/englishthemes.html#computer http://www.bayworld.net/ferlazzo/englishint.html#typing My favorite one for English Language Learners is, by far, Dance Mat Typing (http://www.bbc.co.uk/ schools/typing/). It has audio support. Tommy McDonell found: Some of the ones below come from here: http://www.internet4classrooms.com/on-line2.htm#wd http://www.internet4classrooms.com/on-line_word.htm gives great tutorials that you can print out. http://its.leesummit.k12.mo.us/word.htm these are some nice looking tutorials. Learn the Net http://www.learnthenet.com/english/index.html which has this: ANIMATED....How the Internet works http://www.learnthenet.com/english/animate/animate.htm Viz and Michelle Brown recommend: http://www.sense-lang.org/typing/ Flash program can be downloaded from http://www.sense-lang.org/typing/ You can install it or use it online. If anyone is interested, I went through the suggestions and selcted ones that I thought might be most appropriate for adults, added a few and organized them by topic. You can see this list at http://tech.worlded.org/docs/cesol/tutorials.htm You'll see that some of the oldies are still some of the goodies. But please let me know if you have additions or comments. Thanks! Steve Quann World Education 44 Farnsworth Street Boston, MA 617.482.9485 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to vjsanbor at vcu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070628/c8c50eec/attachment.html From nancy.friday at alphaplus.ca Thu Jun 28 13:28:04 2007 From: nancy.friday at alphaplus.ca (nancy.friday at alphaplus.ca) Date: Thu, 28 Jun 2007 13:28:04 -0400 Subject: [Technology 1156] Re: List o' links Message-ID: <85257308.005FF4D7.00@alphaplus.ca> Hi Steve, A scaled down version of AlphaRoute, called Access AlphaRoute, is available to the world - mainly acting as a repository of learning activities with no access to the communication tools at: http://www.edu.gov.on.ca/eng/training/literacy/online.html The French version can be found at: http://www.edu.gov.on.ca/fre/training/literacy/online.html Nancy "Steve Quann" on 06/28/2007 12:13:47 PM Please respond to The Technology and Literacy Discussion List To: "The Technology and Literacy Discussion List" cc: (bcc: Nancy Friday) Subject: [Technology 1152] List o' links Thanks to the help of the folks on this list I have compiled a list of links to sites that might help support learners in getting the basics computer skills they might need to study online. (As can be seen from the discussion there is a whole lot more that goes into success.) I know there are of lists for building computer skills out there but it has been a while since I have done this search and was hoping that there would be a lot of new animated tutorials either on separate topics or one that covered most. There are a number but many are for K-12. I will also continue looking for the kind of thing Alpha Route offers but as I understand it is only available to those in Canada. So Nancy, if you know of something similar that can be used beyond the borders let me/us know. Here were the recommendations for the list followed by a link to a breakdown of ones that I thought might be particularly helpful. Recommendations from Larry Ferlazzo, Tommy McDonell, Michelle Faith Brown and Viz Larry Ferlazzo suggested: http://www.bayworld.net/ferlazzo/englishthemes.html#computer http://www.bayworld.net/ferlazzo/englishint.html#typing My favorite one for English Language Learners is, by far, Dance Mat Typing ( http://www.bbc.co.uk/ schools/typing/). It has audio support. Tommy McDonell found: Some of the ones below come from here: http://www.internet4classrooms.com/on-line2.htm#wd http://www.internet4classrooms.com/on-line_word.htm gives great tutorials that you can print out. http://its.leesummit.k12.mo.us/word.htm these are some nice looking tutorials. Learn the Net http://www.learnthenet.com/english/index.html which has this: ANIMATED....How the Internet works http://www.learnthenet.com/english/animate/animate.htm Viz and Michelle Brown recommend: http://www.sense-lang.org/typing/ Flash program can be downloaded from http://www.sense-lang.org/typing/ You can install it or use it online. If anyone is interested, I went through the suggestions and selcted ones that I thought might be most appropriate for adults, added a few and organized them by topic. You can see this list at http://tech.worlded.org/docs/cesol/tutorials.htm You -------------- next part -------------- ?ll see that some of the oldies are still some of the goodies. But please let me know if you have additions or comments. Thanks! Steve Quann World Education 44 Farnsworth Street Boston, MA 617.482.9485 ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to nfriday at alphaplus.ca =========================================================== Nancy Friday AlphaRoute Coordinator AlphaPlus Centre (http://alphaplus.ca) Telephone: (416) 322-1012 x.305 Fax: 1-800-788-1417 TTY: 1-800-788-1912 nancy.friday at alphaplus.ca ============================================================ From steve_quann at worlded.org Thu Jun 28 13:33:55 2007 From: steve_quann at worlded.org (Steve Quann) Date: Thu, 28 Jun 2007 13:33:55 -0400 Subject: [Technology 1157] Re: Steve's list o' links In-Reply-To: <85257308.005D07E0.00@alphaplus.ca> References: <85257308.005D07E0.00@alphaplus.ca> Message-ID: <4683B8C2.BC3D.00F8.0@worlded.org> Thanks Trucy. This is a great annotated list that had slipped my mind. Within seconds I found some very promising links to look at. >>> 6/28/2007 12:56 PM >>> Hi everyone, Steve, I work with Nancy and Matthias at AlphaPlus here in Toronto and thought it was about time that I jumped in here too. We have a "border-free" resource everyone can use, no matter where in the world you're located, called the Index to Web Resources. It's an amazing collection of Web sites devoted to literacy. I just took a look at the items listed in the Index under "computer skills" and there are 60 Web sites listed for that term alone. Some of them may be duplicates of yours, and some of them aren't tutorials but it's worth the trip. There are more than 1000 entries in the Index - you'll probably find some of your own work there. To find the Index, go to our Web site: www.alphaplus.ca. On the top menu there's a red tab called Library Services where you'll find the link to the Index to Web Resources. You'll see a subject keyword search feature. I chose C and then Computer Skills. Happy hunting! Trudy =========================================================== Trudy Kennell Curriculum Developer and Editor AlphaPlus Centre (http://alphaplus.ca) Telephone: 416-322-1012 ext. 302, 1 (800) 788-1120 Fax: 416-322-0780, 1 (800) 788-1417 TTY: 416-322-5751 trudy.kennell at alphaplus.ca ============================================================ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to steve_quann at worlded.org From djrosen at comcast.net Sat Jun 30 06:53:41 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 30 Jun 2007 06:53:41 -0400 Subject: [Technology 1158] A new way to recruit GED Students -- radio and text message Message-ID: <682A5BF4-6EF2-4A8A-A0B9-640DB0F1D7F2@comcast.net> Technology Discussion List Colleagues, The Chesterfield County (VA) Public Schools adult G.E.D. program recently experienced an over 200% increase, more than 400 applicants and test-takers in three weeks, thanks to a cell phone text message- based radio promotion. You can read about this at: http://www.prweb.com/releases/education/mobile_marketing/prweb536274.htm or the short form: http://tinyurl.com/2tvx84 David J. Rosen djrosen at comcast.net From jataylor at utk.edu Fri Jul 6 12:14:01 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Fri, 6 Jul 2007 12:14:01 -0400 Subject: [Technology 1159] Discussion of Professional Development Research (July 9 - 13) Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC8E0C43@KFSVS2.utk.tennessee.edu> Dear List Colleagues, Next week (July 9-13), the Adult Literacy Professional Development Discussion List is hosting a guest discussion on professional development research, and implications for teaching and learning in our field. To join the discussion, visit: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment Looking forward! Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu Title: Research on Professional Development and Teacher Change: Implications for Adult Basic Education Date: July 9-13, 2007 Resource for Discussion: http://www.ncsall.net/fileadmin/resources/ann_rev/smith-gillespie-07.pdf Guests: Marilyn Gillespie, Ed.D., Senior Educational Researcher, Center for Education Policy, SRI International Cristine Smith, Ed.D., Assistant Professor, Center for International Education, University of Massachusetts, Amherst To participate, subscribe: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment To submit questions for discussion, email: jataylor at utk.edu Description: Historically, very little research has been conducted in adult literacy professional development. Recently, the National Center for the Study of Adult Learning and Literacy (NCSALL) has published a chapter within the Review of Adult Learning and Literacy (v. 7) on research in professional development and teacher change . This chapter (available free and online) draws from the NCSALL Professional Development Study as well as research on professional development from the K-12 field. Join the Adult Literacy Professional Development Discussion List where the authors, Cristine Smith and Marilyn Gillespie, will participate with subscribers in discussion on teacher professional development issues like: * What is known about what makes teacher professional development effective * How teachers change as a result of professional development * Implications for policy, practice and research in professional development * How the Association of Adult Literacy Professional Developers (AALPD) can take action to: a. Develop a centralized location for professional development research, and b. Advance research in adult literacy professional development. ************************************************ Preparation for PD Research Discussion These are just a few questions to consider. You may have others you wish to explore. If so, share them with the PD List. Please reflect on your answers to any of the following... Overall: 1) From your experience, what has been the most effective professional development in which you have participated? What factors made it most valuable for your professional growth and learning? 2) What aspects of the chapter on professional development research stood out to you most? Why? 3) What are the similarities and notable differences between K-12 and adult literacy education professional development? Lessons Learned 4) Given the lessons learned from the NCSALL Professional Development Study and PD research in general, are these understandings being translated into the professional development our field is offering teachers? For example: a. Is more teacher training involving both the program administrator and teacher? b. Are you seeing more follow-up on-site? c. Is there less of a focus in the field on single-session workshops and more on program-based, job-embedded, or hybrid models of professional development? State of Research 5) What are the differences in K-12 and adult literacy professional development research needs? 6) What kinds of research in adult literacy professional development are most needed? Funding: 7) How are states currently funding professional development research? What are potential ways in which states may fund PD research, such as collaborating with neighboring states to address common PD research questions of concern? Professional Development Models 8) On-site professional development vs. the regional or state workshop model: What are the advantages and disadvantages of each? Single-Session Professional Development - Exception vs. Norm 9) The authors note that one implication for practice from professional development research is that states should make single-session workshops the exception rather than the norm. Do you agree? Why or why not? 10) What are other options for increasing professional development designs that offer longer term, more job-embedded models of professional development? Teacher Working Conditions 11) Authors discuss what researchers call the "dilution effect" of professional development: The actual impact of the professional development is diluted by all of the other factors that support or hinder teachers from making change. a. How do teachers' working conditions (such as paid prep time or benefits) relate to their ability to make use of the professional development they receive? b. Is improving teacher working conditions a concern that can only be addressed at the local level? Why or why not? c. What work is being done to improve teacher working conditions in programs and states? What has changed since the advent of the NCSALL Professional Development Study, specifically pertaining to teacher working conditions? Have we "taken the lesson home?" To heart? The Role of the School Administrator in Teacher Professional Development 12) How do program directors support and/or constrain teacher change? Using Student Data to Improve Instruction 13) What work is being done in using student achievement data to improve teaching practice? Teacher Turnover 14) Is teacher turnover higher in adult education than in K-12? What are the factors that cause teachers to leave the field of adult education? What are the implications of high teacher turnover for our students, for our field? Serve More Students or Serve Fewer, Better? 15) From your experience, share your perspective on the issue about the extent to which research-based professional development should be more heavily invested. For example, given that research indicates that working conditions, such as access to benefits and paid preparation time for ABE teachers, may actually influence the effectiveness of professional development, should policy makers consider whether any increase in funding be channeled into such expenditures, even if fewer students are served as a result? 16) The annual average cost per adult education student in states is $800.00. In many states, this cost is much lower. Should it cost more to teach adult education students? Why or why not? 17) What other issues may arise in the quantity versus quality debate? -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070706/8c87e1e2/attachment.html From jataylor at utk.edu Fri Jul 6 12:24:23 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Fri, 6 Jul 2007 12:24:23 -0400 Subject: [Technology 1160] Discussion of Professional Development Research (July 9 - 13) Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC8E0C50@KFSVS2.utk.tennessee.edu> Dear List Colleagues, Next week (July 9-13), the Adult Literacy Professional Development Discussion List is hosting a guest discussion on professional development research, and implications for teaching and learning in our field. To join the discussion, visit: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment For a web-based version of the announcement below, visit: http://tinyurl.com/yvuvzr Looking forward! Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu Title: Research on Professional Development and Teacher Change: Implications for Adult Basic Education Date: July 9-13, 2007 Resource for Discussion: http://www.ncsall.net/fileadmin/resources/ann_rev/smith-gillespie-07.pdf Guests: Marilyn Gillespie, Ed.D., Senior Educational Researcher, Center for Education Policy, SRI International Cristine Smith, Ed.D., Assistant Professor, Center for International Education, University of Massachusetts, Amherst (Guest Bios: http://tinyurl.com/2bpyap) To participate, subscribe: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment To submit questions for discussion, email: jataylor at utk.edu Description: Historically, very little research has been conducted in adult literacy professional development. Recently, the National Center for the Study of Adult Learning and Literacy (NCSALL) has published a chapter within the Review of Adult Learning and Literacy (v. 7) on research in professional development and teacher change . This chapter (available free and online) draws from the NCSALL Professional Development Study as well as research on professional development from the K-12 field. Join the Adult Literacy Professional Development Discussion List where the authors, Cristine Smith and Marilyn Gillespie, will participate with subscribers in discussion on teacher professional development issues like: * What is known about what makes teacher professional development effective * How teachers change as a result of professional development * Implications for policy, practice and research in professional development * How the Association of Adult Literacy Professional Developers (AALPD) can take action to: a. Develop a centralized location for professional development research, and b. Advance research in adult literacy professional development. ************************************************ Preparation for PD Research Discussion Please reflect on your answers to any of the following... Overall: 1) From your experience, what has been the most effective professional development in which you have participated? What factors made it most valuable for your professional growth and learning? 2) What aspects of the chapter on professional development research stood out to you most? Why? 3) What are the similarities and notable differences between K-12 and adult literacy education professional development? Lessons Learned 4) Given the lessons learned from the NCSALL Professional Development Study and PD research in general, are these understandings being translated into the professional development our field is offering teachers? For example: a. Is more teacher training involving both the program administrator and teacher? b. Are you seeing more follow-up on-site? c. Is there less of a focus in the field on single-session workshops and more on program-based, job-embedded, or hybrid models of professional development? State of Research 5) What are the differences in K-12 and adult literacy professional development research needs? 6) What kinds of research in adult literacy professional development are most needed? Funding: 7) How are states currently funding professional development research? What are potential ways in which states may fund PD research, such as collaborating with neighboring states to address common PD research questions of concern? Professional Development Models 8) On-site professional development vs. the regional or state workshop model: What are the advantages and disadvantages of each? Single-Session Professional Development - Exception vs. Norm 9) The authors note that one implication for practice from professional development research is that states should make single-session workshops the exception rather than the norm. Do you agree? Why or why not? 10) What are other options for increasing professional development designs that offer longer term, more job-embedded models of professional development? Teacher Working Conditions 11) Authors discuss what researchers call the "dilution effect" of professional development: The actual impact of the professional development is diluted by all of the other factors that support or hinder teachers from making change. a. How do teachers' working conditions (such as paid prep time or benefits) relate to their ability to make use of the professional development they receive? b. Is improving teacher working conditions a concern that can only be addressed at the local level? Why or why not? c. What work is being done to improve teacher working conditions in programs and states? What has changed since the advent of the NCSALL Professional Development Study, specifically pertaining to teacher working conditions? Have we "taken the lesson home?" To heart? The Role of the School Administrator in Teacher Professional Development 12) How do program directors support and/or constrain teacher change? Using Student Data to Improve Instruction 13) What work is being done in using student achievement data to improve teaching practice? Teacher Turnover 14) Is teacher turnover higher in adult education than in K-12? What are the factors that cause teachers to leave the field of adult education? What are the implications of high teacher turnover for our students, for our field? Serve More Students or Serve Fewer, Better? 15) From your experience, share your perspective on the issue about the extent to which research-based professional development should be more heavily invested. For example, given that research indicates that working conditions, such as access to benefits and paid preparation time for ABE teachers, may actually influence the effectiveness of professional development, should policy makers consider whether any increase in funding be channeled into such expenditures, even if fewer students are served as a result? 16) The annual average cost per adult education student in states is $800.00. In many states, this cost is much lower. Should it cost more to teach adult education students? Why or why not? 17) What other issues may arise in the quantity versus quality debate? -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070706/d9859d36/attachment.html From marie.cora at hotspurpartners.com Fri Jul 6 16:06:58 2007 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Fri, 6 Jul 2007 16:06:58 -0400 Subject: [Technology 1161] Discussion on Assessment in Distance Learning Message-ID: <051301c7c009$35f8b980$0302a8c0@LITNOW> Discussion Announcement To subscribe to this discussion, please go to: http://www.nifl.gov/mailman/listinfo/Assessment Dear Colleagues, I'm pleased to announce the following Guest Discussion, which will be held during the week of July 9 (next week!!): Topic: Assessment in Distance Learning Guest Participants: Jennifer Rafferty currently works as an independent education consultant. Formerly, she worked at the Adult Literacy Resource Institute at SABES Boston where she held the role of Project Manager for the Massachusetts ABE Distance Learning Project. She has worked in the field of ABE since 1998. Shannon Young is the Program Manager for the Support Center at Project IDEAL / AdultEd Online and is a Senior Research Area Specialist for the Program on Teaching, Learning, & Technology at The University of Michigan's Institute for Social Research. She oversees the Center's work on curriculum and assessment issues and leads the design team that creates online tools used to collect student data and support teachers in member states. Shannon has conducted education research in k-12 and ABE settings and been a tutor and writing instructor since 1991. Recommended preparations for this discussion: Please consider any of the following questions as catalysts for discussion. There is some redundancy with the questions below; however, the questions are articulated slightly differently and so might provide people with different entry points of thought. Also, perhaps subscribers will find it interesting to view Massachusetts as a sort of case study given that the issues faced there appear to mirror the issues faced elsewhere in Distance Learning. Measures of Progress-Informal and Ongoing In the discussion on pre-assessments for online learning (see Resources of Interest, below), participants talked about the ways in which they use various pre-assessments, orientation activities, and technology training to gauge readiness and prepare their students to become distance learners who persist beyond the "try-out" phase. In distance learning, the initial orientation period may be one of the few times teachers and students are face to face. The types of informal, ongoing assessments teachers routinely use in classrooms (e.g., "reading" students to determine comprehension, redirecting or expanding discussions, group activities, quizzes, etc.) frequently aren't available in a distance setting. So, once we have students in the distance-learning door, how can we use progress measures and informal assessments to help keep them engaged? What do those measures entail? What does and doesn't work and why? What role might partner agencies and/or interested "others" play in the assessment process and in helping students stay connected and engaged? As a distance teacher, how do you use the results of progress measures to inform your teaching? Post-Testing and the NRS In June, the NRS posted its official guidelines for counting distance learners in the NRS tables. One of the guidelines for counting distance learners states that students be post-tested in a proctored setting using a standardized assessment at intervals designated by the test developer or by state policy. Some states follow test developer guidelines. Others mandate students be post-tested after a certain number of days. * How do you get your distance learners to take standardized post-tests? * How do you prepare them in advance to understand the necessity of post-testing? * What sorts of partnerships have you formed with other service providers (e.g., libraries, career link centers, etc.) to handle post-testing distance learners? What advice would you have for others interested in forming these partnerships? * What do you do when a student achieves his/her goal before the pre-determined post-test interval? For example, many students come into distance programs with specific, short-term goals and study intently for brief periods of time (e.g., 50 hours of study over a two-week period). They meet their objectives and are ready to exit a program. If they have not been designated as a project-based learner, how do you handle accounting for these students? Do you post-test even if they haven't met the pre-established time-based criteria? The following questions are based on discussions that have come up with distance learning programs in Massachusetts: Questions related to standardized assessments, NRS, and state assessment policies: 1. What standardized testing instruments do you use with distance learners in your state? 2. Are your distance learning programs required to follow assessment policies/guidelines that were created for classroom programs, or has your state developed a separate set of distance learning assessment policies? 3. Do the standardized assessments align well with the dl curricula being used in your state? 4. How successful has your program been with pre and post assessment of distance learners? 5. What strategies have you implemented to encourage learners to return for a post-test and which strategies have been the most successful? 6. Has your state developed any remote testing guidelines that would make it easier for learners to access required assessments without having to return to the adult learning program? 7. Does your state use a standardized assessment that is online/web-based? If so, has having a web-based assessment made it easier for your program to pre and post-test learners? Questions related to other forms of assessment for dl programs: What other assessment instruments do you use to gauge whether your learners are appropriate for distance learning delivery? Do you think that these assessments give a good indication as to whether or not the learner is prepared for self-directed learning? What skills needed for dl are not so easily evaluated with inventories and assessments? Resources of interest: Project IDEAL (Improving Distance Education for Adult Learners): http://projectideal.org AdultEdOnline: http://www.adultedonline.org (Introduction to distance teaching and free online self-assessment for classroom teachers interested in becoming a distance teacher) "Pre-Assessments for On-Line Learning"; Excerpt from Special Topics Community Literacy discussion; go to: http://dev.nifl.gov/lincs/discussions/assessment/07assess_distance_1.htm l The discussion begins with questions regarding early drop-out and retention issues and asks whether "try-out periods" are integral to on-line learning processes. It then focuses on the inclusion of pre-assessments, as well as pre- and on-going orientation sessions as strategies for improving retention and success rates. Marie Cora marie.cora at hotspurpartners.com NIFL Assessment Discussion List Moderator http://www.nifl.gov/mailman/listinfo/assessment Coordinator, LINCS Assessment Special Collection http://literacy.kent.edu/Midwest/assessment/ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070706/6a3f2cdf/attachment.html From MariannF at lacnyc.org Mon Jul 9 14:15:15 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Mon, 9 Jul 2007 14:15:15 -0400 Subject: [Technology 1162] Employment opportunity Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84C3D14@lac-exch.lacnyc.local> Dear tech list colleagues, Please see the below employment opportunity. Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org PRE-GED Project Manager ________________________________ Brooklyn Public Library, the nation's fifth largest public library system, seeks a Pre-GED Project Manager, who will provide leadership for the Pre GED program. The Project Manager will guide instruction according to the NYS Standards, recruit and supervise teachers, assess classes in terms of quality and customer satisfaction. The Manager will review textbooks, software and other educational materials and make recommendations on purchases. The manager will be responsible for monitoring adherence to the rules and regulations of the grant, NRS standards and standardized testing. The Pre-GED Project Manager will form collaborative relationships with internal and external partners and assist students in accessing higher education. The Pre GED Project Manager is a member of the Literacy Administrative Team. Minimum Qualifications: Ability to communicate effectively orally and in writing, ability to establish and maintain cooperative and professional relations with staff, library personnel, volunteers, outside agencies; ability to make decisions and solve problems effectively and efficiently; highly organized, ability to analyze data and monitor program for continuous improvement, ability to be flexible, ability to follow instructions and work independently. Bachelor's degree. Prefer candidates with a master's degree or higher in a field such as curriculum and instruction, educational technology or a content area. Desirable Experience: Four years in adult education including at least two years in a training capacity. Experience in an administrative position is beneficial. Skills and Abilities: Ability to provide leadership in the area of education for Pre-GED Students. Ability to engage teachers in reflective conversation and provide coaching for instructional improvement. Strong communication and public relations skills. Knowledge of standardized testing, ability to manage multiple priorities, schedules. Nature of the Work: The project manager supervises the creation and instruction of the PRE GED classes, including registration, schedules, curriculum, materials. This person will play a large role in improving the quality of education in the classroom. Will develop instructional materials, train teachers and assess educational program in terms of quality and adherence to standards. Will assist in integrating technology into curriculum. This is a federally funded grant. The position is guaranteed through June 2008. Send a cover letter and resume to: Brooklyn Public Library, Human Resources Department/Staffing & Recruitment Division, Grand Army Plaza, Brooklyn, NY 11238 E-Mail job2160 at brooklynpubliclibrary.org Equal Opportunity Employer -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070709/3d0aca27/attachment.html From mc2592 at nyu.edu Wed Jul 11 21:34:44 2007 From: mc2592 at nyu.edu (Matthew Chmiel) Date: Wed, 11 Jul 2007 21:34:44 -0400 Subject: [Technology 1163] Language Dialer article Message-ID: Hi Everyone, O'Reilly Media just published an article I wrote about the Language Dialer - you can read it here: http://www.oreillynet.com/pub/a/etel/2007/07/03/etel-and-your-second-language.html I think SLA is a great context for user-generated networks. Students can provide content in their native languages for everyone else. If enough people from a variety of backgrounds are involved, a whole host of languages and dialects can be stored for language lab type exercises. That's what the LD is all about in a nutshell. I'm in the NYC area looking for work in E-Learning and/or software development. If anyone has any suggestions for opportunities in this field, please email me off list. Thanks very much for your time. Matt Chmiel NYU From gspangenberg at caalusa.org Thu Jul 12 12:25:39 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Thu, 12 Jul 2007 12:25:39 -0400 Subject: [Technology 1164] National Commission on Adult Literacy Web Site Message-ID: <9A530714-C566-4C8B-9888-AFB2F037A832@caalusa.org> Colleagues, You may be interested in the new web site of the National Commission on Adult Literacy. It was launched just yesterday and can be found at: www.nationalcommissiononadultliteracy.org. As part of the site launch, the Commission is also making publicly available a DVD presentation made to the Commission on April 17th. It is a 17-minute talk about major findings of the New Commission on Skills of the American Workforce by Marc Tucker, president of the National Center for Education and the Economy and New Commission study director. The DVD may be viewed online on either Mac or PC platforms. It is the first entry on the PUBLICATIONS page. Gail S Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070712/aa95d7a2/attachment.html From MariannF at lacnyc.org Thu Jul 12 15:57:43 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 12 Jul 2007 15:57:43 -0400 Subject: [Technology 1165] Position Announcement Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84C3EE8@lac-exch.lacnyc.local> Position announcement for the President position with the Literacy Network of Greater Los Angeles: President Literacy Network of Greater Los Angeles Los Angeles, California The Literacy Network of Greater Los Angeles (LNGLA) is a 501(c)(3) nonprofit organization whose mission is to support and promote individual, family and workplace literacy efforts through partnerships, advocacy, and direct program services. Started 15 years ago, LNGLA is regarded as one of the top literacy organizations in the country. It has gained a national reputation for its innovative approach to serving the Southern California community, which is probably the most diverse community in the United States today and also the epicenter of the "adult English literacy crisis." Initially launched through a joint initiative by the County of Los Angeles and the United Way of Greater LA, LNGLA is now an organization with an approximately $925,000 direct annual budget and a full-time staff of 8. Funding comes primarily from foundations and corporations, and from the Literacy in Media Awards event (LIMA). The Network is also developing an earned income stream via Literacy at Work projects. The President, reporting to the Board of Directors through the Chairman, provides professional leadership in the support and development of LNGLA. The President will be an experienced leader/manager with the ability to expand, elevate and enhance LNGLA's profile with business, media, foundations and the general public. Ideal candidates preferably will have an advanced degree and a minimum of five years experience in nonprofit management, including direct responsibility for and proven track record of success in fundraising. To Apply: Direct inquiries and r?sum?s to the contact information listed below. Electronic r?sum?s and cover letters preferred. Johnston and Company Attn: LNGLA 6167 Bristol Parkway, Suite 140 Culver City, CA 9023 E-mail: JandC at johnstonco.org Find out more by visiting the organization's web site: http://www.literacynetwork.org/ Job posting announcement: http://foundationcenter.org/pnd/jobs/job_item.jhtml?id=179600014 Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org From Barry.Burkett at Franklin.kyschools.us Mon Jul 16 08:38:33 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Mon, 16 Jul 2007 08:38:33 -0400 Subject: [Technology 1166] Adventures in Transformative Learning References: <6E8BC13A30982C44BCD32B38FB8F5AB84C3EE8@lac-exch.lacnyc.local> Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC02780712@ED181X1.franklin.ketsds.net> Hey guys, I am really enjoying the podcast "Adventures in Transformative Learning," which revolves around adult learning. I am hoping there are more Podcasts like this out there... does anyone know of other literacy or ABE podcasts available on the Net? Barry Burkett -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 2486 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070716/13d387f8/attachment.bin From HSilver-Pacuilla at air.org Sat Jul 14 13:12:18 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Sat, 14 Jul 2007 13:12:18 -0400 Subject: [Technology 1167] Re: new way to recruit - text message In-Reply-To: Message-ID: This is great! Obviously "our" students - like us - have cell phones w text capabilities and they want to save money. Unlike me, they know how to use their text function!! I LOVE it. Heidi Silver-Pacuilla -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of technology-request at nifl.gov Sent: Tuesday, July 03, 2007 12:00 PM To: technology at nifl.gov Subject: Technology Digest, Vol 22, Issue 1 Send Technology mailing list submissions to technology at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/technology or, via email, send a message with subject or body 'help' to technology-request at nifl.gov You can reach the person managing the list at technology-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of Technology digest..." Today's Topics: 1. [Technology 1158] A new way to recruit GED Students -- radio and text message (David J. Rosen) ---------------------------------------------------------------------- Message: 1 Date: Sat, 30 Jun 2007 06:53:41 -0400 From: "David J. Rosen" Subject: [Technology 1158] A new way to recruit GED Students -- radio and text message To: The Technology and Literacy Discussion List Message-ID: <682A5BF4-6EF2-4A8A-A0B9-640DB0F1D7F2 at comcast.net> Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed Technology Discussion List Colleagues, The Chesterfield County (VA) Public Schools adult G.E.D. program recently experienced an over 200% increase, more than 400 applicants and test-takers in three weeks, thanks to a cell phone text message- based radio promotion. You can read about this at: http://www.prweb.com/releases/education/mobile_marketing/prweb536274.htm or the short form: http://tinyurl.com/2tvx84 David J. Rosen djrosen at comcast.net ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 22, Issue 1 ***************************************** From daviauk at billings.k12.mt.us Mon Jul 16 10:00:37 2007 From: daviauk at billings.k12.mt.us (Kathie Daviau) Date: Mon, 16 Jul 2007 08:00:37 -0600 Subject: [Technology 1168] Re: new way to recruit - text message In-Reply-To: References: Message-ID: <8728940CA8973249ABCFCF502B57BF2208A11E09@exchange.billings.k12.mt.us> When I passed this on to my director, he asked how much would it cost and how do you implement it. Anyone have any ideas or answers? Kathie Billings, Montana -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Silver-Pacuilla, Heidi Sent: Saturday, July 14, 2007 11:12 AM To: technology at nifl.gov Subject: [Technology 1167] Re: new way to recruit - text message This is great! Obviously "our" students - like us - have cell phones w text capabilities and they want to save money. Unlike me, they know how to use their text function!! I LOVE it. Heidi Silver-Pacuilla -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of technology-request at nifl.gov Sent: Tuesday, July 03, 2007 12:00 PM To: technology at nifl.gov Subject: Technology Digest, Vol 22, Issue 1 Send Technology mailing list submissions to technology at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/technology or, via email, send a message with subject or body 'help' to technology-request at nifl.gov You can reach the person managing the list at technology-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of Technology digest..." Today's Topics: 1. [Technology 1158] A new way to recruit GED Students -- radio and text message (David J. Rosen) ---------------------------------------------------------------------- Message: 1 Date: Sat, 30 Jun 2007 06:53:41 -0400 From: "David J. Rosen" Subject: [Technology 1158] A new way to recruit GED Students -- radio and text message To: The Technology and Literacy Discussion List Message-ID: <682A5BF4-6EF2-4A8A-A0B9-640DB0F1D7F2 at comcast.net> Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed Technology Discussion List Colleagues, The Chesterfield County (VA) Public Schools adult G.E.D. program recently experienced an over 200% increase, more than 400 applicants and test-takers in three weeks, thanks to a cell phone text message- based radio promotion. You can read about this at: http://www.prweb.com/releases/education/mobile_marketing/prweb536274.htm or the short form: http://tinyurl.com/2tvx84 David J. Rosen djrosen at comcast.net ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 22, Issue 1 ***************************************** ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to daviauk at billings.k12.mt.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070716/df84a0ac/attachment.html From nfriday at alphaplus.ca Mon Jul 16 10:00:47 2007 From: nfriday at alphaplus.ca (Nancy Friday) Date: Mon, 16 Jul 2007 10:00:47 -0400 Subject: [Technology 1169] Re: Adventures in Transformative Learning References: <5B5DF9F227918548AD5FF668A2E84EBC02780712@ED181X1.franklin.ketsds.net> Message-ID: Hi Barry, There was a podcast project for adult literacy undertaken in Canada by the Festival of Literacies, sponsored by the Adult Learning Knowledge Centre, an initiative of the Canadian Council on Learning, which is a national, non-profit, independent organization committed to improving learning for all Canadians. There are 4 podcasts. Of the 4, the first one, Talking with Fran and Judi, has very good subject matter, but very poor sound quality. The other three have higher quality audio, so don't be turned off by the first one. The goal of the podcasts was to capture research in practice knowledge. Check it out at: http://www.literaciesoise.ca/podcast.htm Nancy ________________________________ From: technology-bounces at nifl.gov on behalf of Burkett, Barry Sent: Mon 16/07/2007 8:38 AM To: The Technology and Literacy Discussion List Subject: Adventures in Transformative Learning Hey guys, I am really enjoying the podcast "Adventures in Transformative Learning," which revolves around adult learning. I am hoping there are more Podcasts like this out there... does anyone know of other literacy or ABE podcasts available on the Net? Barry Burkett From MariannF at lacnyc.org Tue Jul 17 10:15:21 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Tue, 17 Jul 2007 10:15:21 -0400 Subject: [Technology 1170] Call for Proposals for the TESOLElectronic Village Online 2008 Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84C4026@lac-exch.lacnyc.local> Dear tech list colleagues, Please see the below message cross-posted from the NIFL Professional Development Discussion List. Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org Dear colleagues, Sorry for cross-posting. The TESOL Electronic Village Online announces its Call for Proposals for the Electronic Village Online 2008 The CALL Interest Section of Teachers of English to Speakers of Other Languages, Inc. (TESOL) offers language teachers world-wide the opportunity to participate in the Electronic Village Online (EVO), a professional development project and virtual extension of the TESOL 2008 Convention in New York, NY, USA. The free 6-week sessions allow participants to engage in online discussion and/or short hands-on workshops on topics of professional interest in the field of ESL/EFL. TESOL member groups, in particular, are invited to sponsor sessions related to convention presentations. For further information on how to become a moderator of one of our sessions, please visit our Call for Proposals page at: http://dafnegonzalez.com/evo08/Cfproposals.htm Looking forward to your proposals, Cordially, Dafne Gonzalez EVO Coordinator ________________________________________________________________________ ____________ Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online. http://smallbusiness.yahoo.com/webhosting ---------------------------------------------------- National Institute for Literacy Adult Literacy Professional Development mailing list ProfessionalDevelopment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/professionaldevelopment Email delivered to elyser at lacnyc.org Adult Literacy Professional Development List - Topic-of-the-Month http://wiki.literacytent.org/index.php/Topic-of-the-Month Research on Professional Development and Teacher Change - Guest Discussion Archives http://wiki.literacytent.org/index.php/Research_on_Professional_Developm ent_and_Teacher_Change Professional Development section of the Adult Literacy Education Wiki http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Devel opment From wmmech1 at msn.com Tue Jul 17 17:20:45 2007 From: wmmech1 at msn.com (Bill Mechlenburg) Date: Tue, 17 Jul 2007 17:20:45 -0400 Subject: [Technology 1171] Re: new way to recruit - text message In-Reply-To: <8728940CA8973249ABCFCF502B57BF2208A11E09@exchange.billings.k12.mt.us> References: <8728940CA8973249ABCFCF502B57BF2208A11E09@exchange.billings.k12.mt.us> Message-ID: Hello.this has does not have anything to do with text messaging, but have you ever worked with thinkfinity.org. It is a great resource for distance learning.the Marco Polo site has merged with Verizon's professional trainings. _____ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Kathie Daviau Sent: Monday, July 16, 2007 10:01 AM To: The Technology and Literacy Discussion List Subject: [Technology 1168] Re: new way to recruit - text message When I passed this on to my director, he asked how much would it cost and how do you implement it. Anyone have any ideas or answers? Kathie Billings, Montana -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Silver-Pacuilla, Heidi Sent: Saturday, July 14, 2007 11:12 AM To: technology at nifl.gov Subject: [Technology 1167] Re: new way to recruit - text message This is great! Obviously "our" students - like us - have cell phones w text capabilities and they want to save money. Unlike me, they know how to use their text function!! I LOVE it. Heidi Silver-Pacuilla -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of technology-request at nifl.gov Sent: Tuesday, July 03, 2007 12:00 PM To: technology at nifl.gov Subject: Technology Digest, Vol 22, Issue 1 Send Technology mailing list submissions to technology at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/technology or, via email, send a message with subject or body 'help' to technology-request at nifl.gov You can reach the person managing the list at technology-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of Technology digest..." Today's Topics: 1. [Technology 1158] A new way to recruit GED Students -- radio and text message (David J. Rosen) ---------------------------------------------------------------------- Message: 1 Date: Sat, 30 Jun 2007 06:53:41 -0400 From: "David J. Rosen" Subject: [Technology 1158] A new way to recruit GED Students -- radio and text message To: The Technology and Literacy Discussion List Message-ID: <682A5BF4-6EF2-4A8A-A0B9-640DB0F1D7F2 at comcast.net> Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed Technology Discussion List Colleagues, The Chesterfield County (VA) Public Schools adult G.E.D. program recently experienced an over 200% increase, more than 400 applicants and test-takers in three weeks, thanks to a cell phone text message- based radio promotion. You can read about this at: http://www.prweb.com/releases/education/mobile_marketing/prweb536274.htm or the short form: http://tinyurl.com/2tvx84 David J. Rosen djrosen at comcast.net ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 22, Issue 1 ***************************************** ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to daviauk at billings.k12.mt.us _____ I am using the free version of SPAMfighter for private users. It has removed 0 spam emails to date. Paying users do not have this message in their emails. Try SPAMfighter for free now! -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070717/505e3280/attachment.html From bjteach at ameritech.net Thu Jul 19 20:30:51 2007 From: bjteach at ameritech.net (Barbara Sabaj) Date: Thu, 19 Jul 2007 19:30:51 -0500 Subject: [Technology 1172] Re: Adventures in Transformative Learning In-Reply-To: Message-ID: <20070720003050.A54AE11B59@mail.nifl.gov> Hi There is a way to do podcasts that is free and requires no money. It is called gabcast. This site allows you to create podcasts using the telephone so no fancy technology is needed. You can have one up in about 20 minutes. Go to: gabcast.com Barbara Sabaj bjteach at ameritech.net barb.sabaj at d214.org bsabaj at thecenterweb.org 847-392-9894 -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Nancy Friday Sent: Monday, July 16, 2007 9:01 AM To: The Technology and Literacy Discussion List; The Technology and Literacy Discussion List Subject: [Technology 1169] Re: Adventures in Transformative Learning Hi Barry, There was a podcast project for adult literacy undertaken in Canada by the Festival of Literacies, sponsored by the Adult Learning Knowledge Centre, an initiative of the Canadian Council on Learning, which is a national, non-profit, independent organization committed to improving learning for all Canadians. There are 4 podcasts. Of the 4, the first one, Talking with Fran and Judi, has very good subject matter, but very poor sound quality. The other three have higher quality audio, so don't be turned off by the first one. The goal of the podcasts was to capture research in practice knowledge. Check it out at: http://www.literaciesoise.ca/podcast.htm Nancy ________________________________ From: technology-bounces at nifl.gov on behalf of Burkett, Barry Sent: Mon 16/07/2007 8:38 AM To: The Technology and Literacy Discussion List Subject: Adventures in Transformative Learning Hey guys, I am really enjoying the podcast "Adventures in Transformative Learning," which revolves around adult learning. I am hoping there are more Podcasts like this out there... does anyone know of other literacy or ABE podcasts available on the Net? Barry Burkett ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bjteach at ameritech.net From djrosen at comcast.net Fri Jul 20 21:55:28 2007 From: djrosen at comcast.net (David J. Rosen) Date: Fri, 20 Jul 2007 21:55:28 -0400 Subject: [Technology 1173] The ALE Wiki Technology pages need your help Message-ID: <2D2F2FA5-3388-4586-9F92-B6E528FBD83A@comcast.net> Technology colleagues, I am hoping the Technology page on the Adult Literacy Education (ALE) Wiki http://wiki.literacytent.org/index.php/Technology will be the "go to" place for adult literacy and technology, a great resource for teachers, researchers and others who want answers to their questions, who want to find good research on adult literacy and technology, or who are looking for promising practices. In the ALE Wiki "adult literacy" includes English language learning, numeracy, and other basic skills -- from basic literacy up through college preparation. To succeed, we need your help. The ALE Wiki is a volunteer community of practice, you and me sharing what we know with other colleagues. Note that at the top of the main page in the technology section of the ALE Wiki you will find directions on how to add to the ALE Wiki. It's easy and fun, as well as very important work to our community of technology-using adult educators. 1) The Questions and Answers section http://wiki.literacytent.org/index.php/AleTechnologyQuestions needs to have all the questions that adult literacy education teachers have about the use of technology in teaching and learning. It needs to have good answers to these questions. You can help by adding new questions, and/or new answers, or by adding to existing questions or answers. 2) The Research section http://wiki.literacytent.org/index.php/ResearchOnTech needs to have all the research on adult literacy and technology. Does it? If not, can you add in a citation or Web page where others can find relevant research? 3) Promising Practices http://wiki.literacytent.org/index.php/TechPromisingPractices is a tiny area now. Are you aware of a promising practice that should be listed in this section? If so, please add it. 4) Other Technology projects What else should be added in this section? Please add it. David J. Rosen djrosen at comcast.net From djrosen at comcast.net Sat Jul 21 10:59:46 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 21 Jul 2007 10:59:46 -0400 Subject: [Technology 1174] Thinkfinity.org In-Reply-To: References: <8728940CA8973249ABCFCF502B57BF2208A11E09@exchange.billings.k12.mt.us> Message-ID: Hi Bill, Could you tell us specifically how you use thinkfinity.org -- what kid and levels of students you teach, what thinkfinity resources are particularly suitable for them, and how you use the resources. Others who have used thinkfinity.org -- please chime in, too. Thanks. David J. Rosen djrosen at comcast.net On Jul 17, 2007, at 5:20 PM, Bill Mechlenburg wrote: > Hello?this has does not have anything to do with text messaging, > but have you ever worked with thinkfinity.org. It is a great > resource for distance learning?the Marco Polo site has merged with > Verizon?s professional trainings. > > > > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Kathie Daviau > Sent: Monday, July 16, 2007 10:01 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1168] Re: new way to recruit - text message > > > > When I passed this on to my director, he asked how much would it > cost and how do you implement it. Anyone have any ideas or answers? > > > > Kathie > > Billings, Montana > > > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Silver-Pacuilla, Heidi > Sent: Saturday, July 14, 2007 11:12 AM > To: technology at nifl.gov > Subject: [Technology 1167] Re: new way to recruit - text message > > > > This is great! Obviously "our" students - like us - have cell > phones w > > text capabilities and they want to save money. Unlike me, they > know how > > to use their text function!! I LOVE it. > > > > Heidi Silver-Pacuilla > > > > -----Original Message----- > > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > > On Behalf Of technology-request at nifl.gov > > Sent: Tuesday, July 03, 2007 12:00 PM > > To: technology at nifl.gov > > Subject: Technology Digest, Vol 22, Issue 1 > > > > Send Technology mailing list submissions to > > technology at nifl.gov > > > > To subscribe or unsubscribe via the World Wide Web, visit > > http://www.nifl.gov/mailman/listinfo/technology > > or, via email, send a message with subject or body 'help' to > > technology-request at nifl.gov > > > > You can reach the person managing the list at > > technology-owner at nifl.gov > > > > When replying, please edit your Subject line so it is more specific > > than "Re: Contents of Technology digest..." > > > > > > Today's Topics: > > > > 1. [Technology 1158] A new way to recruit GED Students -- radio > > and text message (David J. Rosen) > > > > > > ---------------------------------------------------------------------- > > > > Message: 1 > > Date: Sat, 30 Jun 2007 06:53:41 -0400 > > From: "David J. Rosen" > > Subject: [Technology 1158] A new way to recruit GED Students -- radio > > and text message > > To: The Technology and Literacy Discussion List > > Message-ID: <682A5BF4-6EF2-4A8A-A0B9-640DB0F1D7F2 at comcast.net> > > Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed > > > > Technology Discussion List Colleagues, > > > > The Chesterfield County (VA) Public Schools adult G.E.D. program > > recently experienced an over 200% increase, more than 400 applicants > > and test-takers in three weeks, thanks to a cell phone text message- > > based radio promotion. > > > > You can read about this at: > > > > http://www.prweb.com/releases/education/mobile_marketing/ > prweb536274.htm > > > > or the short form: > > > > http://tinyurl.com/2tvx84 > > > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > > > > > ------------------------------ > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > > > End of Technology Digest, Vol 22, Issue 1 > > ***************************************** > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to daviauk at billings.k12.mt.us > > > I am using the free version of SPAMfighter for private users. > It has removed 0 spam emails to date. > Paying users do not have this message in their emails. > Try SPAMfighter for free now! > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net From wmmech1 at msn.com Tue Jul 24 17:11:45 2007 From: wmmech1 at msn.com (Bill Mechlenburg) Date: Tue, 24 Jul 2007 17:11:45 -0400 Subject: [Technology 1175] Re: Thinkfinity.org In-Reply-To: References: <8728940CA8973249ABCFCF502B57BF2208A11E09@exchange.billings.k12.mt.us> Message-ID: I teach reading and computer skills to adults. I use the Marco Polo segment to find lesson plans and use the on-line courses for professional development. I recently took the training on how to use graphic organizers to teach reading and math skills. It was useful information and easily incorporated into instruction. By the way, I am Marge Mechlenburg. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Saturday, July 21, 2007 11:00 AM To: The Technology and Literacy Discussion List Subject: [Technology 1174] Thinkfinity.org Hi Bill, Could you tell us specifically how you use thinkfinity.org -- what kid and levels of students you teach, what thinkfinity resources are particularly suitable for them, and how you use the resources. Others who have used thinkfinity.org -- please chime in, too. Thanks. David J. Rosen djrosen at comcast.net On Jul 17, 2007, at 5:20 PM, Bill Mechlenburg wrote: > Hello.this has does not have anything to do with text messaging, > but have you ever worked with thinkfinity.org. It is a great > resource for distance learning.the Marco Polo site has merged with > Verizon's professional trainings. > > > > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Kathie Daviau > Sent: Monday, July 16, 2007 10:01 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1168] Re: new way to recruit - text message > > > > When I passed this on to my director, he asked how much would it > cost and how do you implement it. Anyone have any ideas or answers? > > > > Kathie > > Billings, Montana > > > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Silver-Pacuilla, Heidi > Sent: Saturday, July 14, 2007 11:12 AM > To: technology at nifl.gov > Subject: [Technology 1167] Re: new way to recruit - text message > > > > This is great! Obviously "our" students - like us - have cell > phones w > > text capabilities and they want to save money. Unlike me, they > know how > > to use their text function!! I LOVE it. > > > > Heidi Silver-Pacuilla > > > > -----Original Message----- > > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > > On Behalf Of technology-request at nifl.gov > > Sent: Tuesday, July 03, 2007 12:00 PM > > To: technology at nifl.gov > > Subject: Technology Digest, Vol 22, Issue 1 > > > > Send Technology mailing list submissions to > > technology at nifl.gov > > > > To subscribe or unsubscribe via the World Wide Web, visit > > http://www.nifl.gov/mailman/listinfo/technology > > or, via email, send a message with subject or body 'help' to > > technology-request at nifl.gov > > > > You can reach the person managing the list at > > technology-owner at nifl.gov > > > > When replying, please edit your Subject line so it is more specific > > than "Re: Contents of Technology digest..." > > > > > > Today's Topics: > > > > 1. [Technology 1158] A new way to recruit GED Students -- radio > > and text message (David J. Rosen) > > > > > > ---------------------------------------------------------------------- > > > > Message: 1 > > Date: Sat, 30 Jun 2007 06:53:41 -0400 > > From: "David J. Rosen" > > Subject: [Technology 1158] A new way to recruit GED Students -- radio > > and text message > > To: The Technology and Literacy Discussion List > > Message-ID: <682A5BF4-6EF2-4A8A-A0B9-640DB0F1D7F2 at comcast.net> > > Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed > > > > Technology Discussion List Colleagues, > > > > The Chesterfield County (VA) Public Schools adult G.E.D. program > > recently experienced an over 200% increase, more than 400 applicants > > and test-takers in three weeks, thanks to a cell phone text message- > > based radio promotion. > > > > You can read about this at: > > > > http://www.prweb.com/releases/education/mobile_marketing/ > prweb536274.htm > > > > or the short form: > > > > http://tinyurl.com/2tvx84 > > > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > > > > > ------------------------------ > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > > > End of Technology Digest, Vol 22, Issue 1 > > ***************************************** > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to daviauk at billings.k12.mt.us > > > I am using the free version of SPAMfighter for private users. > It has removed 0 spam emails to date. > Paying users do not have this message in their emails. > Try SPAMfighter for free now! > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wmmech1 at msn.com -- I am using the free version of SPAMfighter for private users. It has removed 0 spam emails to date. Paying users do not have this message in their emails. Get the free SPAMfighter here: http://www.spamfighter.com/len From kbeall at onlyinternet.net Thu Jul 26 13:19:00 2007 From: kbeall at onlyinternet.net (Kaye Beall) Date: Thu, 26 Jul 2007 13:19:00 -0400 Subject: [Technology 1176] Registration is open! - Effective Transition in Adult Education conference on Nov 8-9, 2007 Message-ID: <005b01c7cfa9$0fbbff70$0302a8c0@your4105e587b6> Dear Colleagues, We wish to invite you to join us for the National Conference on Effective Transitions in Adult Education that will take place on November 8-9, 2007 at the Crowne Plaza Hotel in Providence, RI. The two-day conference will focus on strategies and promising practices that help adult learners succeed in postsecondary education and training. The registration for the conference in now open! LINK: http://collegetransition.org/conference/registration.html Our keynote speaker, Dr. JoAnn Crandall, will kick off the event with a discussion of transition for English language learners. For more conference details, SEE http://www.collegetransition.org/novconference.html Cynthia Zafft, Director Priyanka Sharma, Coordinator National College Transition Network World Education, Inc. 44 Farnsworth Street Boston, MA 02210 617.482.9485 nctn at worlded.org www.collegetransition.org www.collegeforadults.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070726/706e2650/attachment.html From MariannF at lacnyc.org Thu Jul 26 13:44:22 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 26 Jul 2007 13:44:22 -0400 Subject: [Technology 1177] alternatives to attachments Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84C431F@lac-exch.lacnyc.local> Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070726/c51c2459/attachment.html From barry.bakin at lausd.net Thu Jul 26 13:56:17 2007 From: barry.bakin at lausd.net (Bakin, Barry) Date: Thu, 26 Jul 2007 10:56:17 -0700 Subject: [Technology 1178] Re: alternatives to attachments References: <6E8BC13A30982C44BCD32B38FB8F5AB84C431F@lac-exch.lacnyc.local> Message-ID: <04E56D7139A45949A5435413801707A20C4823@mailbe-la05.lausd.net> How about posting documents on a website as a pdf file and just sending an announcement with the URL to the list? -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 7/26/2007 10:44 AM To: The Technology and Literacy Discussion List Subject: [Technology 1177] alternatives to attachments Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 3099 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070726/9613d3a0/attachment.bin From MariannF at lacnyc.org Thu Jul 26 14:26:31 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 26 Jul 2007 14:26:31 -0400 Subject: [Technology 1179] Re: alternatives to attachments In-Reply-To: <04E56D7139A45949A5435413801707A20C4823@mailbe-la05.lausd.net> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84C432A@lac-exch.lacnyc.local> Thanks Barry. Is there a web site designed for this purpose, like a file sharing site? Or would folks have to store thing on their own organizations' server? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Thursday, July 26, 2007 1:56 PM To: The Technology and Literacy Discussion List Subject: RE: [Technology 1177] alternatives to attachments How about posting documents on a website as a pdf file and just sending an announcement with the URL to the list? -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 7/26/2007 10:44 AM To: The Technology and Literacy Discussion List Subject: [Technology 1177] alternatives to attachments Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org From SUJones at parkland.edu Thu Jul 26 14:50:07 2007 From: SUJones at parkland.edu (Susan Jones) Date: Thu, 26 Jul 2007 13:50:07 -0500 Subject: [Technology 1180] Re: alternatives to attachments In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB84C432A@lac-exch.lacnyc.local> References: <04E56D7139A45949A5435413801707A20C4823@mailbe-la05.lausd.net> <6E8BC13A30982C44BCD32B38FB8F5AB84C432A@lac-exch.lacnyc.local> Message-ID: <46A8A68F.84AA.0029.0@parkland.edu> I can share documents through my "google" account. I have gmail but I am pretty sure that's not necessary and that you can sign up for it. I don't have dialup but I do have a finite mailbox, and I really appreciate my groups like LM_NET (librarians) where attachments simply don't go through. I don't have to get off that list if I'm going away for a few days in the fear that my mailbox will be overloaded, as I do others. I upload things to my website and post links and I've loaned space to others (such as from LM_NET) who didn't have that access. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> "Mariann Fedele" 7/26/2007 1:26 PM >>> Thanks Barry. Is there a web site designed for this purpose, like a file sharing site? Or would folks have to store thing on their own organizations' server? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Thursday, July 26, 2007 1:56 PM To: The Technology and Literacy Discussion List Subject: RE: [Technology 1177] alternatives to attachments How about posting documents on a website as a pdf file and just sending an announcement with the URL to the list? -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 7/26/2007 10:44 AM To: The Technology and Literacy Discussion List Subject: [Technology 1177] alternatives to attachments Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to sujones at parkland.edu From linda.ashby at snet.net Thu Jul 26 15:38:12 2007 From: linda.ashby at snet.net (Linda Ashby) Date: Thu, 26 Jul 2007 12:38:12 -0700 (PDT) Subject: [Technology 1181] Re: alternatives to attachments In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB84C432A@lac-exch.lacnyc.local> Message-ID: <668168.72727.qm@web82708.mail.mud.yahoo.com> Mariann: Why not try Moodle at Moodle.org. It's a web based course management system. You can put the files in categories or topics and anybody can download files or upload them to you also. The program does have to run off a server, but it was easy for me to install on our server. You can also use a hosting service such as hostgator.com they have moodle scripts that can be used. The program has a lot of power and flexibility and it's free, open-source. I don't know why organizations and schools don't use it more instead of using Blackboard and WebCT, which cost thousands of dollars. I'm using it internally for my school's courses. It's fantastic. Teachers can have things hidden only for them to see and other things are seen by the students. Mariann Fedele wrote: Thanks Barry. Is there a web site designed for this purpose, like a file sharing site? Or would folks have to store thing on their own organizations' server? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Thursday, July 26, 2007 1:56 PM To: The Technology and Literacy Discussion List Subject: RE: [Technology 1177] alternatives to attachments How about posting documents on a website as a pdf file and just sending an announcement with the URL to the list? -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 7/26/2007 10:44 AM To: The Technology and Literacy Discussion List Subject: [Technology 1177] alternatives to attachments Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to linda.ashby at snet.net Linda Ashby Computer Instructor Mercy Learning Center 637 Park Avenue Bridgeport, CT 06604 Office: (203) 334-6699 Fax: (203) 332-6852 mercylearningcenter.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070726/2454f375/attachment.html From jalsails at aol.com Thu Jul 26 17:30:25 2007 From: jalsails at aol.com (jalsails at aol.com) Date: Thu, 26 Jul 2007 17:30:25 -0400 Subject: [Technology 1182] Re: Thinkfinity.org In-Reply-To: References: <8728940CA8973249ABCFCF502B57BF2208A11E09@exchange.billings.k12.mt.us> Message-ID: <8C99DE350A26EDD-97C-2C03@WEBMAIL-DC03.sysops.aol.com> Hi, I integrated the Marco Polo and Thinkfinity site into my Teaching Adults to Read and Read Better professional development offered to adult and family literacy practitioners in Missouri (through LIFT, the state's literacy resource center). The workshops were aimed at teaching beginning readers the five essential constructs of learning to read (NRP). I found the Thinkfinity Calendar to be the adult version of a common school practice "morning message". For example, today, July 26 is Carl Jung's birthday. Click the day on the calendar.? The summary of his life and relevance is written too high for beginning readers, but starts conversation about psychiatry, counseling, and mental health. Click again and we're off to lesson plans. There's an interesting memory game that flashes one word at a time (MSNBC). Then it explains what happens in the mind. This is short but dense and beyond a 9th grade reading ability. The lesson plan gets into false memories - and has a simple word association activity. "Do you think the word "sweet" triggers the same memory for everyone?" It was far more interesting than flash cards. Word recognition, vocabulary and science content all connected with an opening routine of "do you know what day it is?". The guide is a useful teaching resource when printed and has many things to do when the Internet is not an option. Jeri Levesque, Ed.D. Evaluator, LIFT-Missouri -----Original Message----- From: Bill Mechlenburg To: 'The Technology and Literacy Discussion List' Sent: Tue, 24 Jul 2007 4:11 pm Subject: [Technology 1175] Re: Thinkfinity.org I teach reading and computer skills to adults. I use the Marco Polo segment to find lesson plans and use the on-line courses for professional development. I recently took the training on how to use graphic organizers to teach reading and math skills. It was useful information and easily incorporated into instruction. By the way, I am Marge Mechlenburg. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Saturday, July 21, 2007 11:00 AM To: The Technology and Literacy Discussion List Subject: [Technology 1174] Thinkfinity.org Hi Bill, Could you tell us specifically how you use thinkfinity.org -- what kid and levels of students you teach, what thinkfinity resources are particularly suitable for them, and how you use the resources. Others who have used thinkfinity.org -- please chime in, too. Thanks. David J. Rosen djrosen at comcast.net On Jul 17, 2007, at 5:20 PM, Bill Mechlenburg wrote: > Hello.this has does not have anything to do with text messaging, > but have you ever worked with thinkfinity.org. It is a great > resource for distance learning.the Marco Polo site has merged with > Verizon's professional trainings. > > > > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Kathie Daviau > Sent: Monday, July 16, 2007 10:01 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1168] Re: new way to recruit - text message > > > > When I passed this on to my director, he asked how much would it > cost and how do you implement it. Anyone have any ideas or answers? > > > > Kathie > > Billings, Montana > > > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Silver-Pacuilla, Heidi > Sent: Saturday, July 14, 2007 11:12 AM > To: technology at nifl.gov > Subject: [Technology 1167] Re: new way to recruit - text message > > > > This is great! Obviously "our" students - like us - have cell > phones w > > text capabilities and they want to save money. Unlike me, they > know how > > to use their text function!! I LOVE it. > > > > Heidi Silver-Pacuilla > > > > -----Original Message----- > > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > > On Behalf Of technology-request at nifl.gov > > Sent: Tuesday, July 03, 2007 12:00 PM > > To: technology at nifl.gov > > Subject: Technology Digest, Vol 22, Issue 1 > > > > Send Technology mailing list submissions to > > technology at nifl.gov > > > > To subscribe or unsubscribe via the World Wide Web, visit > > http://www.nifl.gov/mailman/listinfo/technology > > or, via email, send a message with subject or body 'help' to > > technology-request at nifl.gov > > > > You can reach the person managing the list at > > technology-owner at nifl.gov > > > > When replying, please edit your Subject line so it is more specific > > than "Re: Contents of Technology digest..." > > > > > > Today's Topics: > > > > 1. [Technology 1158] A new way to recruit GED Students -- radio > > and text message (David J. Rosen) > > > > > > ---------------------------------------------------------------------- > > > > Message: 1 > > Date: Sat, 30 Jun 2007 06:53:41 -0400 > > From: "David J. Rosen" > > Subject: [Technology 1158] A new way to recruit GED Students -- radio > > and text message > > To: The Technology and Literacy Discussion List > > Message-ID: <682A5BF4-6EF2-4A8A-A0B9-640DB0F1D7F2 at comcast.net> > > Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed > > > > Technology Discussion List Colleagues, > > > > The Chesterfield County (VA) Public Schools adult G.E.D. program > > recently experienced an over 200% increase, more than 400 applicants > > and test-takers in three weeks, thanks to a cell phone text message- > > based radio promotion. > > > > You can read about this at: > > > > http://www.prweb.com/releases/education/mobile_marketing/ > prweb536274.htm > > > > or the short form: > > > > http://tinyurl.com/2tvx84 > > > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > > > > > ------------------------------ > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > > > End of Technology Digest, Vol 22, Issue 1 > > ***************************************** > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to daviauk at billings.k12.mt.us > > > I am using the free version of SPAMfighter for private users. > It has removed 0 spam emails to date. > Paying users do not have this message in their emails. > Try SPAMfighter for free now! > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wmmech1 at msn.com -- I am using the free version of SPAMfighter for private users. It has removed 0 spam emails to date. Paying users do not have this message in their emails. Get the free SPAMfighter here: http://www.spamfighter.com/len ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jalsails at aol.com ________________________________________________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070726/dfe17b14/attachment.html From djrosen at comcast.net Fri Jul 27 09:44:50 2007 From: djrosen at comcast.net (David J. Rosen) Date: Fri, 27 Jul 2007 09:44:50 -0400 Subject: [Technology 1183] Re: Thinkfinity.org In-Reply-To: References: <8728940CA8973249ABCFCF502B57BF2208A11E09@exchange.billings.k12.mt.us> Message-ID: Thanks, Marge. I am intrigued. Can you be more specific? What Marco Polo lessons have you found especially useful for adults? I ask because I agree that Marco Polo is a terrific resource for high schools, and have thought it has some potential for adult secondary education classes and want to know more about how adult ed teachers are actually using it. I am thinking of adding Thinkfinity to the Literacy List ( http://alri.org/literacylist.html ) but before I do, I want to know more about how adult education teachers are using it. Thanks too, Jeri for your detailed comments on how you use Marco Polo. Does anyone else use Marco Polo -- or other parts of the Thinkfinity Web site? (www.thinkfinity.org) On Jul 24, 2007, at 5:11 PM, Marge Mechlenburg wrote: > I teach reading and computer skills to adults. I use the Marco > Polo segment > to find lesson plans and use the on-line courses for professional > development. I recently took the training on how to use graphic > organizers > to teach reading and math skills. It was useful information and > easily > incorporated into instruction. David J. Rosen djrosen at comcast.net From jataylor at utk.edu Fri Jul 27 10:06:38 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Fri, 27 Jul 2007 10:06:38 -0400 Subject: [Technology 1184] Alternatives In-Reply-To: References: Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFECA71074@KFSVS2.utk.tennessee.edu> Hi Mariann, Thanks for posting the question about alternatives to attachments. I'm a recent subscriber of "digest format" - i.e. having my list emails bundled into one or two per day. I love the feature, but I get lost in the strand (as one might see why below, if it all comes through to the list). This message of mine is a reply to a digest. At the end of this digest, someone replied to a previous digest. And as you can see, without "snipping" the messages, it becomes challenging to sort through them to find the dialogues at hand (with my apologies to all!). I'm just worried that I might become disconnected from the community b/c of the time it will take me to sort through all of the replies, replies to replies, and replies to digests that contain replies from other posts. And I don't want that to happen. My question to anyone/all: Is it possible that we might alter our list practice a bit, such that we reply to the question or dialogue at hand, and delete the irrelevant parts? I hope that doesn't sound too particular, but I think it would make a tremendous difference for us devoted digesters. And, for those with institutional size limits on their email accounts, it would be a bonus. Sincerely, Jackie Jackie Taylor, jataylor at utk.edu -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of technology-request at nifl.gov Sent: Friday, July 27, 2007 9:33 AM To: technology at nifl.gov Subject: Technology Digest, Vol 22, Issue 13 Send Technology mailing list submissions to technology at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/technology or, via email, send a message with subject or body 'help' to technology-request at nifl.gov You can reach the person managing the list at technology-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of Technology digest..." Today's Topics: 1. [Technology 1176] Registration is open! - Effective Transition in Adult Education conference on Nov 8-9, 2007 (Kaye Beall) 2. [Technology 1177] alternatives to attachments (Mariann Fedele) 3. [Technology 1178] Re: alternatives to attachments (Bakin, Barry) 4. [Technology 1179] Re: alternatives to attachments (Mariann Fedele) 5. [Technology 1180] Re: alternatives to attachments (Susan Jones) 6. [Technology 1181] Re: alternatives to attachments (Linda Ashby) 7. [Technology 1182] Re: Thinkfinity.org (jalsails at aol.com) ---------------------------------------------------------------------- Message: 1 Date: Thu, 26 Jul 2007 13:19:00 -0400 From: "Kaye Beall" Subject: [Technology 1176] Registration is open! - Effective Transition in Adult Education conference on Nov 8-9, 2007 To: Message-ID: <005b01c7cfa9$0fbbff70$0302a8c0 at your4105e587b6> Content-Type: text/plain; charset="us-ascii" Dear Colleagues, We wish to invite you to join us for the National Conference on Effective Transitions in Adult Education that will take place on November 8-9, 2007 at the Crowne Plaza Hotel in Providence, RI. The two-day conference will focus on strategies and promising practices that help adult learners succeed in postsecondary education and training. The registration for the conference in now open! LINK: http://collegetransition.org/conference/registration.html Our keynote speaker, Dr. JoAnn Crandall, will kick off the event with a discussion of transition for English language learners. For more conference details, SEE http://www.collegetransition.org/novconference.html Cynthia Zafft, Director Priyanka Sharma, Coordinator National College Transition Network World Education, Inc. 44 Farnsworth Street Boston, MA 02210 617.482.9485 nctn at worlded.org www.collegetransition.org www.collegeforadults.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070726/706e2650/a ttachment-0001.html ------------------------------ Message: 2 Date: Thu, 26 Jul 2007 13:44:22 -0400 From: "Mariann Fedele" Subject: [Technology 1177] alternatives to attachments To: "The Technology and Literacy Discussion List" Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84C431F at lac-exch.lacnyc.local> Content-Type: text/plain; charset="us-ascii" Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070726/c51c2459/a ttachment-0001.html ------------------------------ Message: 3 Date: Thu, 26 Jul 2007 10:56:17 -0700 From: "Bakin, Barry" Subject: [Technology 1178] Re: alternatives to attachments To: "The Technology and Literacy Discussion List" Message-ID: <04E56D7139A45949A5435413801707A20C4823 at mailbe-la05.lausd.net> Content-Type: text/plain; charset="iso-8859-1" How about posting documents on a website as a pdf file and just sending an announcement with the URL to the list? -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 7/26/2007 10:44 AM To: The Technology and Literacy Discussion List Subject: [Technology 1177] alternatives to attachments Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 3099 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070726/9613d3a0/a ttachment-0001.bin ------------------------------ Message: 4 Date: Thu, 26 Jul 2007 14:26:31 -0400 From: "Mariann Fedele" Subject: [Technology 1179] Re: alternatives to attachments To: "The Technology and Literacy Discussion List" Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84C432A at lac-exch.lacnyc.local> Content-Type: text/plain; charset="us-ascii" Thanks Barry. Is there a web site designed for this purpose, like a file sharing site? Or would folks have to store thing on their own organizations' server? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Thursday, July 26, 2007 1:56 PM To: The Technology and Literacy Discussion List Subject: RE: [Technology 1177] alternatives to attachments How about posting documents on a website as a pdf file and just sending an announcement with the URL to the list? -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 7/26/2007 10:44 AM To: The Technology and Literacy Discussion List Subject: [Technology 1177] alternatives to attachments Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ------------------------------ Message: 5 Date: Thu, 26 Jul 2007 13:50:07 -0500 From: "Susan Jones" Subject: [Technology 1180] Re: alternatives to attachments To: "The Technology and Literacy Discussion List" Message-ID: <46A8A68F.84AA.0029.0 at parkland.edu> Content-Type: text/plain; charset=US-ASCII I can share documents through my "google" account. I have gmail but I am pretty sure that's not necessary and that you can sign up for it. I don't have dialup but I do have a finite mailbox, and I really appreciate my groups like LM_NET (librarians) where attachments simply don't go through. I don't have to get off that list if I'm going away for a few days in the fear that my mailbox will be overloaded, as I do others. I upload things to my website and post links and I've loaned space to others (such as from LM_NET) who didn't have that access. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> "Mariann Fedele" 7/26/2007 1:26 PM >>> Thanks Barry. Is there a web site designed for this purpose, like a file sharing site? Or would folks have to store thing on their own organizations' server? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Thursday, July 26, 2007 1:56 PM To: The Technology and Literacy Discussion List Subject: RE: [Technology 1177] alternatives to attachments How about posting documents on a website as a pdf file and just sending an announcement with the URL to the list? -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 7/26/2007 10:44 AM To: The Technology and Literacy Discussion List Subject: [Technology 1177] alternatives to attachments Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to sujones at parkland.edu ------------------------------ Message: 6 Date: Thu, 26 Jul 2007 12:38:12 -0700 (PDT) From: Linda Ashby Subject: [Technology 1181] Re: alternatives to attachments To: The Technology and Literacy Discussion List Message-ID: <668168.72727.qm at web82708.mail.mud.yahoo.com> Content-Type: text/plain; charset="iso-8859-1" Mariann: Why not try Moodle at Moodle.org. It's a web based course management system. You can put the files in categories or topics and anybody can download files or upload them to you also. The program does have to run off a server, but it was easy for me to install on our server. You can also use a hosting service such as hostgator.com they have moodle scripts that can be used. The program has a lot of power and flexibility and it's free, open-source. I don't know why organizations and schools don't use it more instead of using Blackboard and WebCT, which cost thousands of dollars. I'm using it internally for my school's courses. It's fantastic. Teachers can have things hidden only for them to see and other things are seen by the students. Mariann Fedele wrote: Thanks Barry. Is there a web site designed for this purpose, like a file sharing site? Or would folks have to store thing on their own organizations' server? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Thursday, July 26, 2007 1:56 PM To: The Technology and Literacy Discussion List Subject: RE: [Technology 1177] alternatives to attachments How about posting documents on a website as a pdf file and just sending an announcement with the URL to the list? -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 7/26/2007 10:44 AM To: The Technology and Literacy Discussion List Subject: [Technology 1177] alternatives to attachments Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to linda.ashby at snet.net Linda Ashby Computer Instructor Mercy Learning Center 637 Park Avenue Bridgeport, CT 06604 Office: (203) 334-6699 Fax: (203) 332-6852 mercylearningcenter.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070726/2454f375/a ttachment-0001.html ------------------------------ Message: 7 Date: Thu, 26 Jul 2007 17:30:25 -0400 From: jalsails at aol.com Subject: [Technology 1182] Re: Thinkfinity.org To: technology at nifl.gov Message-ID: <8C99DE350A26EDD-97C-2C03 at WEBMAIL-DC03.sysops.aol.com> Content-Type: text/plain; charset="us-ascii" Hi, I integrated the Marco Polo and Thinkfinity site into my Teaching Adults to Read and Read Better professional development offered to adult and family literacy practitioners in Missouri (through LIFT, the state's literacy resource center). The workshops were aimed at teaching beginning readers the five essential constructs of learning to read (NRP). I found the Thinkfinity Calendar to be the adult version of a common school practice "morning message". For example, today, July 26 is Carl Jung's birthday. Click the day on the calendar.? The summary of his life and relevance is written too high for beginning readers, but starts conversation about psychiatry, counseling, and mental health. Click again and we're off to lesson plans. There's an interesting memory game that flashes one word at a time (MSNBC). Then it explains what happens in the mind. This is short but dense and beyond a 9th grade reading ability. The lesson plan gets into false memories - and has a simple word assoc iation activity. "Do you think the word "sweet" triggers the same memory for everyone?" It was far more interesting than flash cards. Word recognition, vocabulary and science content all connected with an opening routine of "do you know what day it is?". The guide is a useful teaching resource when printed and has many things to do when the Internet is not an option. Jeri Levesque, Ed.D. Evaluator, LIFT-Missouri -----Original Message----- From: Bill Mechlenburg To: 'The Technology and Literacy Discussion List' Sent: Tue, 24 Jul 2007 4:11 pm Subject: [Technology 1175] Re: Thinkfinity.org I teach reading and computer skills to adults. I use the Marco Polo segment to find lesson plans and use the on-line courses for professional development. I recently took the training on how to use graphic organizers to teach reading and math skills. It was useful information and easily incorporated into instruction. By the way, I am Marge Mechlenburg. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Saturday, July 21, 2007 11:00 AM To: The Technology and Literacy Discussion List Subject: [Technology 1174] Thinkfinity.org Hi Bill, Could you tell us specifically how you use thinkfinity.org -- what kid and levels of students you teach, what thinkfinity resources are particularly suitable for them, and how you use the resources. Others who have used thinkfinity.org -- please chime in, too. Thanks. David J. Rosen djrosen at comcast.net On Jul 17, 2007, at 5:20 PM, Bill Mechlenburg wrote: > Hello.this has does not have anything to do with text messaging, > but have you ever worked with thinkfinity.org. It is a great > resource for distance learning.the Marco Polo site has merged with > Verizon's professional trainings. > > > > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Kathie Daviau > Sent: Monday, July 16, 2007 10:01 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1168] Re: new way to recruit - text message > > > > When I passed this on to my director, he asked how much would it > cost and how do you implement it. Anyone have any ideas or answers? > > > > Kathie > > Billings, Montana > > > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Silver-Pacuilla, Heidi > Sent: Saturday, July 14, 2007 11:12 AM > To: technology at nifl.gov > Subject: [Technology 1167] Re: new way to recruit - text message > > > > This is great! Obviously "our" students - like us - have cell > phones w > > text capabilities and they want to save money. Unlike me, they > know how > > to use their text function!! I LOVE it. > > > > Heidi Silver-Pacuilla > > > > -----Original Message----- > > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > > On Behalf Of technology-request at nifl.gov > > Sent: Tuesday, July 03, 2007 12:00 PM > > To: technology at nifl.gov > > Subject: Technology Digest, Vol 22, Issue 1 > > > > Send Technology mailing list submissions to > > technology at nifl.gov > > > > To subscribe or unsubscribe via the World Wide Web, visit > > http://www.nifl.gov/mailman/listinfo/technology > > or, via email, send a message with subject or body 'help' to > > technology-request at nifl.gov > > > > You can reach the person managing the list at > > technology-owner at nifl.gov > > > > When replying, please edit your Subject line so it is more specific > > than "Re: Contents of Technology digest..." > > > > > > Today's Topics: > > > > 1. [Technology 1158] A new way to recruit GED Students -- radio > > and text message (David J. Rosen) > > > > > > ---------------------------------------------------------------------- > > > > Message: 1 > > Date: Sat, 30 Jun 2007 06:53:41 -0400 > > From: "David J. Rosen" > > Subject: [Technology 1158] A new way to recruit GED Students -- radio > > and text message > > To: The Technology and Literacy Discussion List > > Message-ID: <682A5BF4-6EF2-4A8A-A0B9-640DB0F1D7F2 at comcast.net> > > Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed > > > > Technology Discussion List Colleagues, > > > > The Chesterfield County (VA) Public Schools adult G.E.D. program > > recently experienced an over 200% increase, more than 400 applicants > > and test-takers in three weeks, thanks to a cell phone text message- > > based radio promotion. > > > > You can read about this at: > > > > http://www.prweb.com/releases/education/mobile_marketing/ > prweb536274.htm > > > > or the short form: > > > > http://tinyurl.com/2tvx84 > > > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > > > > > ------------------------------ > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > > > End of Technology Digest, Vol 22, Issue 1 > > ***************************************** > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to daviauk at billings.k12.mt.us > > > I am using the free version of SPAMfighter for private users. > It has removed 0 spam emails to date. > Paying users do not have this message in their emails. > Try SPAMfighter for free now! > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wmmech1 at msn.com -- I am using the free version of SPAMfighter for private users. It has removed 0 spam emails to date. Paying users do not have this message in their emails. Get the free SPAMfighter here: http://www.spamfighter.com/len ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jalsails at aol.com ________________________________________________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070726/dfe17b14/a ttachment.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 22, Issue 13 ****************************************** From howard at riral.org Fri Jul 27 10:27:08 2007 From: howard at riral.org (Howard Dooley) Date: Fri, 27 Jul 2007 10:27:08 -0400 Subject: [Technology 1185] Re: Alternatives In-Reply-To: <0913EC48F2B05C4FBE4878BAFCABBFECA71074@KFSVS2.utk.tennessee.edu> Message-ID: <0BF2D0726318524ABEF6D58E7BB3CCEB0B9370@pdc.Riral.local> I completely agree with your sentiments, Jackie! I was just thinking about this this morning, too. It would be a benefit to all the nifl lists, so if it is possible for this to be done - either by the moderators or by amending our etiquette policies, the idea and solution should be shared with everyone. Howard Dooley RIRAL -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Taylor, Jackie Sent: Friday, July 27, 2007 10:07 AM To: technology at nifl.gov Subject: [Technology 1184] Alternatives Hi Mariann, Thanks for posting the question about alternatives to attachments. I'm a recent subscriber of "digest format" - i.e. having my list emails bundled into one or two per day. I love the feature, but I get lost in the strand (as one might see why below, if it all comes through to the list). This message of mine is a reply to a digest. At the end of this digest, someone replied to a previous digest. And as you can see, without "snipping" the messages, it becomes challenging to sort through them to find the dialogues at hand (with my apologies to all!). I'm just worried that I might become disconnected from the community b/c of the time it will take me to sort through all of the replies, replies to replies, and replies to digests that contain replies from other posts. And I don't want that to happen. My question to anyone/all: Is it possible that we might alter our list practice a bit, such that we reply to the question or dialogue at hand, and delete the irrelevant parts? I hope that doesn't sound too particular, but I think it would make a tremendous difference for us devoted digesters. And, for those with institutional size limits on their email accounts, it would be a bonus. Sincerely, Jackie Jackie Taylor, jataylor at utk.edu -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of technology-request at nifl.gov Sent: Friday, July 27, 2007 9:33 AM To: technology at nifl.gov Subject: Technology Digest, Vol 22, Issue 13 Send Technology mailing list submissions to technology at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/technology or, via email, send a message with subject or body 'help' to technology-request at nifl.gov You can reach the person managing the list at technology-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of Technology digest..." Today's Topics: 1. [Technology 1176] Registration is open! - Effective Transition in Adult Education conference on Nov 8-9, 2007 (Kaye Beall) 2. [Technology 1177] alternatives to attachments (Mariann Fedele) 3. [Technology 1178] Re: alternatives to attachments (Bakin, Barry) 4. [Technology 1179] Re: alternatives to attachments (Mariann Fedele) 5. [Technology 1180] Re: alternatives to attachments (Susan Jones) 6. [Technology 1181] Re: alternatives to attachments (Linda Ashby) 7. [Technology 1182] Re: Thinkfinity.org (jalsails at aol.com) ---------------------------------------------------------------------- Message: 1 Date: Thu, 26 Jul 2007 13:19:00 -0400 From: "Kaye Beall" Subject: [Technology 1176] Registration is open! - Effective Transition in Adult Education conference on Nov 8-9, 2007 To: Message-ID: <005b01c7cfa9$0fbbff70$0302a8c0 at your4105e587b6> Content-Type: text/plain; charset="us-ascii" Dear Colleagues, We wish to invite you to join us for the National Conference on Effective Transitions in Adult Education that will take place on November 8-9, 2007 at the Crowne Plaza Hotel in Providence, RI. The two-day conference will focus on strategies and promising practices that help adult learners succeed in postsecondary education and training. The registration for the conference in now open! LINK: http://collegetransition.org/conference/registration.html Our keynote speaker, Dr. JoAnn Crandall, will kick off the event with a discussion of transition for English language learners. For more conference details, SEE http://www.collegetransition.org/novconference.html Cynthia Zafft, Director Priyanka Sharma, Coordinator National College Transition Network World Education, Inc. 44 Farnsworth Street Boston, MA 02210 617.482.9485 nctn at worlded.org www.collegetransition.org www.collegeforadults.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070726/706e2650/a ttachment-0001.html ------------------------------ Message: 2 Date: Thu, 26 Jul 2007 13:44:22 -0400 From: "Mariann Fedele" Subject: [Technology 1177] alternatives to attachments To: "The Technology and Literacy Discussion List" Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84C431F at lac-exch.lacnyc.local> Content-Type: text/plain; charset="us-ascii" Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070726/c51c2459/a ttachment-0001.html ------------------------------ Message: 3 Date: Thu, 26 Jul 2007 10:56:17 -0700 From: "Bakin, Barry" Subject: [Technology 1178] Re: alternatives to attachments To: "The Technology and Literacy Discussion List" Message-ID: <04E56D7139A45949A5435413801707A20C4823 at mailbe-la05.lausd.net> Content-Type: text/plain; charset="iso-8859-1" How about posting documents on a website as a pdf file and just sending an announcement with the URL to the list? -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 7/26/2007 10:44 AM To: The Technology and Literacy Discussion List Subject: [Technology 1177] alternatives to attachments Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 3099 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070726/9613d3a0/a ttachment-0001.bin ------------------------------ Message: 4 Date: Thu, 26 Jul 2007 14:26:31 -0400 From: "Mariann Fedele" Subject: [Technology 1179] Re: alternatives to attachments To: "The Technology and Literacy Discussion List" Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84C432A at lac-exch.lacnyc.local> Content-Type: text/plain; charset="us-ascii" Thanks Barry. Is there a web site designed for this purpose, like a file sharing site? Or would folks have to store thing on their own organizations' server? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Thursday, July 26, 2007 1:56 PM To: The Technology and Literacy Discussion List Subject: RE: [Technology 1177] alternatives to attachments How about posting documents on a website as a pdf file and just sending an announcement with the URL to the list? -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 7/26/2007 10:44 AM To: The Technology and Literacy Discussion List Subject: [Technology 1177] alternatives to attachments Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ------------------------------ Message: 5 Date: Thu, 26 Jul 2007 13:50:07 -0500 From: "Susan Jones" Subject: [Technology 1180] Re: alternatives to attachments To: "The Technology and Literacy Discussion List" Message-ID: <46A8A68F.84AA.0029.0 at parkland.edu> Content-Type: text/plain; charset=US-ASCII I can share documents through my "google" account. I have gmail but I am pretty sure that's not necessary and that you can sign up for it. I don't have dialup but I do have a finite mailbox, and I really appreciate my groups like LM_NET (librarians) where attachments simply don't go through. I don't have to get off that list if I'm going away for a few days in the fear that my mailbox will be overloaded, as I do others. I upload things to my website and post links and I've loaned space to others (such as from LM_NET) who didn't have that access. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> "Mariann Fedele" 7/26/2007 1:26 PM >>> Thanks Barry. Is there a web site designed for this purpose, like a file sharing site? Or would folks have to store thing on their own organizations' server? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Thursday, July 26, 2007 1:56 PM To: The Technology and Literacy Discussion List Subject: RE: [Technology 1177] alternatives to attachments How about posting documents on a website as a pdf file and just sending an announcement with the URL to the list? -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 7/26/2007 10:44 AM To: The Technology and Literacy Discussion List Subject: [Technology 1177] alternatives to attachments Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to sujones at parkland.edu ------------------------------ Message: 6 Date: Thu, 26 Jul 2007 12:38:12 -0700 (PDT) From: Linda Ashby Subject: [Technology 1181] Re: alternatives to attachments To: The Technology and Literacy Discussion List Message-ID: <668168.72727.qm at web82708.mail.mud.yahoo.com> Content-Type: text/plain; charset="iso-8859-1" Mariann: Why not try Moodle at Moodle.org. It's a web based course management system. You can put the files in categories or topics and anybody can download files or upload them to you also. The program does have to run off a server, but it was easy for me to install on our server. You can also use a hosting service such as hostgator.com they have moodle scripts that can be used. The program has a lot of power and flexibility and it's free, open-source. I don't know why organizations and schools don't use it more instead of using Blackboard and WebCT, which cost thousands of dollars. I'm using it internally for my school's courses. It's fantastic. Teachers can have things hidden only for them to see and other things are seen by the students. Mariann Fedele wrote: Thanks Barry. Is there a web site designed for this purpose, like a file sharing site? Or would folks have to store thing on their own organizations' server? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Thursday, July 26, 2007 1:56 PM To: The Technology and Literacy Discussion List Subject: RE: [Technology 1177] alternatives to attachments How about posting documents on a website as a pdf file and just sending an announcement with the URL to the list? -----Original Message----- From: technology-bounces at nifl.gov on behalf of Mariann Fedele Sent: Thu 7/26/2007 10:44 AM To: The Technology and Literacy Discussion List Subject: [Technology 1177] alternatives to attachments Dear Tech list colleagues, At a recent meeting at NIFL about the discussions list we talked about what alternatives there may be to having messages come through the list with attachments. Having attachments on messages is a challenge for list subscribers with dial-up service. I thought some of you may have valuable input. What alternatives can you think for making documents accessible to list members but not having them come through the list with attachments? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to linda.ashby at snet.net Linda Ashby Computer Instructor Mercy Learning Center 637 Park Avenue Bridgeport, CT 06604 Office: (203) 334-6699 Fax: (203) 332-6852 mercylearningcenter.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070726/2454f375/a ttachment-0001.html ------------------------------ Message: 7 Date: Thu, 26 Jul 2007 17:30:25 -0400 From: jalsails at aol.com Subject: [Technology 1182] Re: Thinkfinity.org To: technology at nifl.gov Message-ID: <8C99DE350A26EDD-97C-2C03 at WEBMAIL-DC03.sysops.aol.com> Content-Type: text/plain; charset="us-ascii" Hi, I integrated the Marco Polo and Thinkfinity site into my Teaching Adults to Read and Read Better professional development offered to adult and family literacy practitioners in Missouri (through LIFT, the state's literacy resource center). The workshops were aimed at teaching beginning readers the five essential constructs of learning to read (NRP). I found the Thinkfinity Calendar to be the adult version of a common school practice "morning message". For example, today, July 26 is Carl Jung's birthday. Click the day on the calendar.? The summary of his life and relevance is written too high for beginning readers, but starts conversation about psychiatry, counseling, and mental health. Click again and we're off to lesson plans. There's an interesting memory game that flashes one word at a time (MSNBC). Then it explains what happens in the mind. This is short but dense and beyond a 9th grade reading ability. The lesson plan gets into false memories - and has a simple word assoc iation activity. "Do you think the word "sweet" triggers the same memory for everyone?" It was far more interesting than flash cards. Word recognition, vocabulary and science content all connected with an opening routine of "do you know what day it is?". The guide is a useful teaching resource when printed and has many things to do when the Internet is not an option. Jeri Levesque, Ed.D. Evaluator, LIFT-Missouri -----Original Message----- From: Bill Mechlenburg To: 'The Technology and Literacy Discussion List' Sent: Tue, 24 Jul 2007 4:11 pm Subject: [Technology 1175] Re: Thinkfinity.org I teach reading and computer skills to adults. I use the Marco Polo segment to find lesson plans and use the on-line courses for professional development. I recently took the training on how to use graphic organizers to teach reading and math skills. It was useful information and easily incorporated into instruction. By the way, I am Marge Mechlenburg. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Saturday, July 21, 2007 11:00 AM To: The Technology and Literacy Discussion List Subject: [Technology 1174] Thinkfinity.org Hi Bill, Could you tell us specifically how you use thinkfinity.org -- what kid and levels of students you teach, what thinkfinity resources are particularly suitable for them, and how you use the resources. Others who have used thinkfinity.org -- please chime in, too. Thanks. David J. Rosen djrosen at comcast.net On Jul 17, 2007, at 5:20 PM, Bill Mechlenburg wrote: > Hello.this has does not have anything to do with text messaging, > but have you ever worked with thinkfinity.org. It is a great > resource for distance learning.the Marco Polo site has merged with > Verizon's professional trainings. > > > > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Kathie Daviau > Sent: Monday, July 16, 2007 10:01 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1168] Re: new way to recruit - text message > > > > When I passed this on to my director, he asked how much would it > cost and how do you implement it. Anyone have any ideas or answers? > > > > Kathie > > Billings, Montana > > > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Silver-Pacuilla, Heidi > Sent: Saturday, July 14, 2007 11:12 AM > To: technology at nifl.gov > Subject: [Technology 1167] Re: new way to recruit - text message > > > > This is great! Obviously "our" students - like us - have cell > phones w > > text capabilities and they want to save money. Unlike me, they > know how > > to use their text function!! I LOVE it. > > > > Heidi Silver-Pacuilla > > > > -----Original Message----- > > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > > On Behalf Of technology-request at nifl.gov > > Sent: Tuesday, July 03, 2007 12:00 PM > > To: technology at nifl.gov > > Subject: Technology Digest, Vol 22, Issue 1 > > > > Send Technology mailing list submissions to > > technology at nifl.gov > > > > To subscribe or unsubscribe via the World Wide Web, visit > > http://www.nifl.gov/mailman/listinfo/technology > > or, via email, send a message with subject or body 'help' to > > technology-request at nifl.gov > > > > You can reach the person managing the list at > > technology-owner at nifl.gov > > > > When replying, please edit your Subject line so it is more specific > > than "Re: Contents of Technology digest..." > > > > > > Today's Topics: > > > > 1. [Technology 1158] A new way to recruit GED Students -- radio > > and text message (David J. Rosen) > > > > > > ---------------------------------------------------------------------- > > > > Message: 1 > > Date: Sat, 30 Jun 2007 06:53:41 -0400 > > From: "David J. Rosen" > > Subject: [Technology 1158] A new way to recruit GED Students -- radio > > and text message > > To: The Technology and Literacy Discussion List > > Message-ID: <682A5BF4-6EF2-4A8A-A0B9-640DB0F1D7F2 at comcast.net> > > Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed > > > > Technology Discussion List Colleagues, > > > > The Chesterfield County (VA) Public Schools adult G.E.D. program > > recently experienced an over 200% increase, more than 400 applicants > > and test-takers in three weeks, thanks to a cell phone text message- > > based radio promotion. > > > > You can read about this at: > > > > http://www.prweb.com/releases/education/mobile_marketing/ > prweb536274.htm > > > > or the short form: > > > > http://tinyurl.com/2tvx84 > > > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > > > > > ------------------------------ > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > > > End of Technology Digest, Vol 22, Issue 1 > > ***************************************** > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to daviauk at billings.k12.mt.us > > > I am using the free version of SPAMfighter for private users. > It has removed 0 spam emails to date. > Paying users do not have this message in their emails. > Try SPAMfighter for free now! > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wmmech1 at msn.com -- I am using the free version of SPAMfighter for private users. It has removed 0 spam emails to date. Paying users do not have this message in their emails. Get the free SPAMfighter here: http://www.spamfighter.com/len ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jalsails at aol.com ________________________________________________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070726/dfe17b14/a ttachment.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 22, Issue 13 ****************************************** ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to howard at riral.org From jataylor at utk.edu Fri Jul 27 12:38:37 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Fri, 27 Jul 2007 12:38:37 -0400 Subject: [Technology 1186] Re: Alternativves In-Reply-To: References: Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFECA71178@KFSVS2.utk.tennessee.edu> Hi Howard, and thanks for your note! As a NIFL moderator (Adult Literacy Professional Development List) I can say that NIFL moderators are not able to do the snipping themselves (we are not permitted - nor would we want to edit others' posts); though updating the netiquette in that regard may be a useful place to start. And I'm also guilty sometimes of not deleting the string of replies (in my own posts) that do not pertain to the particular point or dialogue at hand. (Sometimes I just get in a hurry!) So it will also be a habit change too. But a useful one, I think, that would help keep some folks from otherwise falling off of the daily dialogues. Best, Jackie Jackie Taylor, jataylor at utk.edu "It would be a benefit to all the nifl lists, so if it is possible for this to be done - either by the moderators or by amending our etiquette policies, the idea and solution should be shared with everyone." ------------------------------ From djrosen at comcast.net Fri Jul 27 15:28:41 2007 From: djrosen at comcast.net (David J. Rosen) Date: Fri, 27 Jul 2007 15:28:41 -0400 Subject: [Technology 1187] Pros and cons of e-learning at your desk Message-ID: <1B0FB5A5-C519-4139-A9E5-211F68B8BB8E@comcast.net> Technology and Professional Development Colleagues, In a recent "Breakthrough Briefing" newsletter from eLearn Campus, http://tinyurl.com/3xcquv Rick Nigol asks "Can You e-Learn at Your Desk? " and lists the following pros and cons from a polling Elliot Masie did of readers of his Learning Trends online newsletter. Nigol lists the following as the pros and cons: "The 'pro' side arguments tended to be centred around the following points: ? We all multitask all day, every day, why couldn't eLearning fit into this mix? ? We tend to learn best in small chunks anyway, and can fit this into our working day while at our desks ? Finding time to squeeze eLearning into your schedule is simply a matter of making an appointment with yourself and putting everything else aside while you do it The 'anti' side arguments tended to be centred around the following points: ? There are far too many distractions (e.g. email, phone, instant messages, pagers, bosses, co-workers, etc.) in most workplaces to be able to concentrate on deep learning while at your desk ? There is no such thing as "do not disturb" in the modern workplace, you are "always available," so forget about the 'schedule time for yourself' argument ? You need quiet time away from all the noise, distractions, and interruptions of your workstation to make real progress with eLearning" Nigol's question is pertinent for designers of online learning for adult literacy education teachers. When, exactly, do we expect teachers to do this? We might say -- I certainly have said this -- whenever they can, whatever works for them. Suppose however that they really can't do this on work time, that the level and kind of engagement that we expect is impossible with the demands and distractions of an adult education workplace, then aren't we really saying that we expect them to do this unpaid on their own time, and that we hope they do this because they are "professionals" and would want to improve themselves? Shouldn't we, instead, be paying them for this professional development time, and if so, how should we do it? Or shouldn't we provide monetary or other incentives for completing online (and other) professional development? What are your thoughts? David J. Rosen djrosen at comcast.net From bonniesophia at sbcglobal.net Mon Jul 30 10:58:43 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Mon, 30 Jul 2007 07:58:43 -0700 (PDT) Subject: [Technology 1188] Re: Pros and cons of e-learning at your desk In-Reply-To: <1B0FB5A5-C519-4139-A9E5-211F68B8BB8E@comcast.net> Message-ID: <305132.22933.qm@web83312.mail.sp1.yahoo.com> Hello, all, I feel as if I'm e-learning every time I read the posts in this discussion group (and others). I do professional developmentin the sense that I train peer writing tutors, and inform faculty about building effective writing assignments and assessments for Writing across the curriculum. While all the posts may not be pertinent, they give me enough ideas that I'm able to think outside my particular box and get some insights. And it takes a minimal time, as I can do this while doing other tasks: organizing, for example. Best, Bonnie Odiorne Ph.D. Director, Writing Center, Adjunct Professor, Post University, Waterbury, CT "David J. Rosen" wrote: Technology and Professional Development Colleagues, In a recent "Breakthrough Briefing" newsletter from eLearn Campus, http://tinyurl.com/3xcquv Rick Nigol asks "Can You e-Learn at Your Desk? " and lists the following pros and cons from a polling Elliot Masie did of readers of his Learning Trends online newsletter. Nigol lists the following as the pros and cons: "The 'pro' side arguments tended to be centred around the following points: ? We all multitask all day, every day, why couldn't eLearning fit into this mix? ? We tend to learn best in small chunks anyway, and can fit this into our working day while at our desks ? Finding time to squeeze eLearning into your schedule is simply a matter of making an appointment with yourself and putting everything else aside while you do it The 'anti' side arguments tended to be centred around the following points: ? There are far too many distractions (e.g. email, phone, instant messages, pagers, bosses, co-workers, etc.) in most workplaces to be able to concentrate on deep learning while at your desk ? There is no such thing as "do not disturb" in the modern workplace, you are "always available," so forget about the 'schedule time for yourself' argument ? You need quiet time away from all the noise, distractions, and interruptions of your workstation to make real progress with eLearning" Nigol's question is pertinent for designers of online learning for adult literacy education teachers. When, exactly, do we expect teachers to do this? We might say -- I certainly have said this -- whenever they can, whatever works for them. Suppose however that they really can't do this on work time, that the level and kind of engagement that we expect is impossible with the demands and distractions of an adult education workplace, then aren't we really saying that we expect them to do this unpaid on their own time, and that we hope they do this because they are "professionals" and would want to improve themselves? Shouldn't we, instead, be paying them for this professional development time, and if so, how should we do it? Or shouldn't we provide monetary or other incentives for completing online (and other) professional development? What are your thoughts? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070730/61dc8eb5/attachment.html From kbeall at onlyinternet.net Mon Jul 30 12:59:11 2007 From: kbeall at onlyinternet.net (Kaye Beall) Date: Mon, 30 Jul 2007 12:59:11 -0400 Subject: [Technology 1189] New from NCSALL Message-ID: <007e01c7d2ca$f45ed1b0$0302a8c0@your4105e587b6> We'd like to share two, new resources from the National Center for the Study of Adult Learning and Literacy (NCSALL). The materials can be downloaded free from the NCSALL website at www.ncsall.net . Skills for Disease Prevention and Screening By Rima E. Rudd, Lisa Soricone, and Jennie Maricel Santos The goal of this 15-hour study circle+ is to prepare participants to help their students develop basic skills needed for engaging in disease prevention and screening activities. These skills include decision-making, using graphs and charts, calculating percentages, and interpreting risks and probability. For more information and to download, go to: www.ncsall.net/?id=769#prevention Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators (May 2007) By Cristine Smith, Beth Bingman, Lennox McLendon, and John Comings The National Center for the Study of Adult Learning and Literacy (NCSALL) and the National Adult Education Professional Development Consortium (NAEPDC), with funding from the National Institute for Literacy (Institute), created a one-day workshop to assist practitioners and administrators in adult basic education, TANF (Transitional Assistance for Needy Families) and One Stop programs to understand evidence-based practice and develop strategies for continuously accessing, understanding, judging and using research. For more information and to download, go to: www.ncsall.net/?id=769#ebp_train Kaye **************** Kaye Beall World Education 6760 West Street Linn Grove, IN 46711 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070730/e58bed91/attachment.html From ppearson at otan.us Mon Jul 30 16:41:57 2007 From: ppearson at otan.us (Penny Pearson) Date: Mon, 30 Jul 2007 13:41:57 -0700 Subject: [Technology 1190] Re: Pros and cons of e-learning at your desk Message-ID: Hello David and Technology and Professional Development Colleagues, Ironically I was "eLearning" through various modules offered at AtomicLearning ([ http://www.atomiclearning.com ]www.atomiclearning.com) when this message was received. I just had to offer my two cents. First, as a teacher (vocational ed) about the only way I could learn new things was to do it from home on my own time [which wasn't paid by the adult education school I worked for - yet I was responsible for teaching the subject]. As a passionate teacher I happily did so - often working 10 to 15 hours MORE per week to support my students' learning. My personal feelings held to the idea that it was my responsibility to grow myself professionally, but I was often chided by my colleagues who felt such development activities should be supported [read that: Paid for] by the school administration. It was implied that my continued growth and ability to teach many subject areas cast a poor light on those teachers who did not participate in as much professional development activities. Second, in June I move up into my current position with the Outreach Technical Assistance Network in California. This organization is all about supporting adult education, especially helping teachers learn and integrate more technology into their day-to-day classroom activities. [thank you Marian!] Now I am in a position where I can sit at my desk and pull up virtually any type of tutorial video I might need -- this is extremely useful not only to learn brand new software programs that I do not know, but also to refresh my memory for that one task I forgot how to perform in my favorite word processing program. Talk about "just in time learning!" All teachers should be as lucky! To be honest, I feel a bit guilty! It feels odd to be learning something online while on the clock. But I must admit -- it doesn't stop when I leave my office. I STILL tune in to some interesting webcast, webinar, online tutorial, or instructional video while at home. So do I think eLearning works from the desk? Absolutely. Most effectively if the topic is short, to the point and repeatable. Penny S. Pearson Project Specialist, Technology Projects OTAN [ mailto:ppearson at otan.us ]ppearson at otan.us [ [ http://www.otan.us/ ]http://www.otan.us/ ][ http://www.otan.us ]http://www.otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070730/7fdf49b6/attachment.html From MariannF at lacnyc.org Mon Aug 6 09:22:14 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Mon, 6 Aug 2007 09:22:14 -0400 Subject: [Technology 1191] New Publication: QEd Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84C4695@lac-exch.lacnyc.local> Dear Colleagues, The National institute for Literacy has a new (free, online and hardcopy) publication called QEd. It's a five-issue series with "ideas and information from the expanding scientific research base on how adults learn to read." For more information, go to: http://www.nifl.gov/nifl/news_events/07-12-07.html Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org From MariannF at lacnyc.org Tue Aug 7 10:15:28 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Tue, 7 Aug 2007 10:15:28 -0400 Subject: [Technology 1192] Discussion: Literacy in Recovery: Two years after Hurricane Katrina Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84C46F2@lac-exch.lacnyc.local> Dear Colleagues, The following message is posted on behalf of Daphne Greenberg: Starting on August 15th, on the poverty, race, women, and literacy list, guest facilitators will be hosting a discussion on the state of adult literacy in New Orleans after Hurricane Katrina. The two year anniversary of this tragic event falls in the end of August, and as we know there is still much that needs to be done to help the residents of New Orleans. If you are interested in joining the discussion go to: http://www.nifl.gov/mailman/listinfo/povertyracewomen (you can go to the same website to unsubscribe) Here are the details: Name of discussion: Literacy in Recovery: Two years after Hurricane Katrina When: Wednesday, August 15-Wed. Aug 29 The panelists are: - Rachel Nicolosi, Program Director, Literacy Alliance of Greater New Orleans - Manon Pavy, Coordinator, YMCA Educational Services - Karla Sikaffy, Director, Hispanic Apostolate ESL Program - Linda Detiege, adult learner, member of the dormant adult learner leadership group - ALIVE - Adult Learners Initiating Voices for Education - Zarus E. P. Watson Associate Professor of Counselor Education and Research Director, UNO Research Center for Multiculturalism and Counseling at University of New Orleans. Possible Topics For Discussion are: What do adult literacy programs look like in New Orleans after Katrina? Funding for adult literacy programs after Katrina-how much and from where? Literacy Volunteers in adult literacy programs after Katrina-do they exist-are they hard to find? Learners in adult literacy programs after Katrina-have they returned and what are their experiences? What are the unique struggles that immigrants face after Katrina? What role does workforce development play? Recommended reading in preparation for the discussion: www.gnocdc.org This is the Greater New Orleans Community Data Center - the nonprofit that manages data related to the region including "The Katrina Index" - Beginning in December 2005, the Katrina Index began monitoring the social and economic recovery of the Gulf Coast region, especially the New Orleans area, from the storm's impact in August 2005. Relying on nearly 40 indicators, the Index has aimed to provide members of the media, key decision makers, nonprofit and private sector groups, and researchers with an independent, fact-based, one-stop resource to monitor and evaluate the progress of on-the-ground recovery. A two-year Special Edition will be released on August 8. Please encourage your friends and colleagues to join us. If they are interested, they can subscribe, and then later unsubscribe at: http://www.nifl.gov/mailman/listinfo/povertyracewomen Daphne Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org From wmmech1 at msn.com Wed Aug 8 17:43:59 2007 From: wmmech1 at msn.com (Bill Mechlenburg) Date: Wed, 8 Aug 2007 17:43:59 -0400 Subject: [Technology 1193] Web Site Reviews In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB84C46F2@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB84C46F2@lac-exch.lacnyc.local> Message-ID: Hello Everyone: My name is Marge Mechlenburg and I teach computer skills to special populations in Erie, PA. I would like to develop a form for our learners to use to review web sites. I am interested in what criteria you would use to evaluate whether or not a web site was worth re-visiting and contained valid information. My goal is to develop critical thinking skills in students as well as abilities to navigate web sites. Thanks for your help! Marge -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Tuesday, August 07, 2007 10:15 AM To: The Technology and Literacy Discussion List Subject: [Technology 1192] Discussion: Literacy in Recovery: Two years afterHurricane Katrina Dear Colleagues, The following message is posted on behalf of Daphne Greenberg: Starting on August 15th, on the poverty, race, women, and literacy list, guest facilitators will be hosting a discussion on the state of adult literacy in New Orleans after Hurricane Katrina. The two year anniversary of this tragic event falls in the end of August, and as we know there is still much that needs to be done to help the residents of New Orleans. If you are interested in joining the discussion go to: http://www.nifl.gov/mailman/listinfo/povertyracewomen (you can go to the same website to unsubscribe) Here are the details: Name of discussion: Literacy in Recovery: Two years after Hurricane Katrina When: Wednesday, August 15-Wed. Aug 29 The panelists are: - Rachel Nicolosi, Program Director, Literacy Alliance of Greater New Orleans - Manon Pavy, Coordinator, YMCA Educational Services - Karla Sikaffy, Director, Hispanic Apostolate ESL Program - Linda Detiege, adult learner, member of the dormant adult learner leadership group - ALIVE - Adult Learners Initiating Voices for Education - Zarus E. P. Watson Associate Professor of Counselor Education and Research Director, UNO Research Center for Multiculturalism and Counseling at University of New Orleans. Possible Topics For Discussion are: What do adult literacy programs look like in New Orleans after Katrina? Funding for adult literacy programs after Katrina-how much and from where? Literacy Volunteers in adult literacy programs after Katrina-do they exist-are they hard to find? Learners in adult literacy programs after Katrina-have they returned and what are their experiences? What are the unique struggles that immigrants face after Katrina? What role does workforce development play? Recommended reading in preparation for the discussion: www.gnocdc.org This is the Greater New Orleans Community Data Center - the nonprofit that manages data related to the region including "The Katrina Index" - Beginning in December 2005, the Katrina Index began monitoring the social and economic recovery of the Gulf Coast region, especially the New Orleans area, from the storm's impact in August 2005. Relying on nearly 40 indicators, the Index has aimed to provide members of the media, key decision makers, nonprofit and private sector groups, and researchers with an independent, fact-based, one-stop resource to monitor and evaluate the progress of on-the-ground recovery. A two-year Special Edition will be released on August 8. Please encourage your friends and colleagues to join us. If they are interested, they can subscribe, and then later unsubscribe at: http://www.nifl.gov/mailman/listinfo/povertyracewomen Daphne Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wmmech1 at msn.com -- I am using the free version of SPAMfighter for private users. It has removed 0 spam emails to date. Paying users do not have this message in their emails. Get the free SPAMfighter here: http://www.spamfighter.com/len From bjteach at ameritech.net Wed Aug 8 22:31:00 2007 From: bjteach at ameritech.net (Barbara Sabaj) Date: Wed, 8 Aug 2007 21:31:00 -0500 Subject: [Technology 1194] Re: Web Site Reviews In-Reply-To: Message-ID: <20070809023057.7DB8411B23@mail.nifl.gov> Listed below is an evaluation form I have used with students. If you want this is a Word document, e-mail me off the listserv and I will send it to you. Form for Evaluating Internet Resources 1. URL of web site: 2. Name of web site: 3. Primary use: students teachers others (mark all that apply) 4. What is the purpose or goal of this web site? 5. What organization created this site? 6. Do they have a built-in bias towards the information? 7. What other references are cited for the information presented? 8. What other types of organizations link to this site? (Using a search engine, type link: and the Web site address (example: link:www.website.com ) 9. Who is the author of the page and does that person have valid credentials to present this information? 10. Is there a way to provide feedback on the web site and create an exchange with the author or web site manager? 11. How old is the material on the web site? Is it current or outdated? 12. How helpful is this site to you? Does it have the information you need? 13. Describe how this web site might be used in your project: 14. Reviewing your answers above, is this a good site to use for your project? ? Yes ? No Barbara Sabaj bjteach at ameritech.net barb.sabaj at d214.org bsabaj at thecenterweb.org 847-392-9894 -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bill Mechlenburg Sent: Wednesday, August 08, 2007 4:44 PM To: 'The Technology and Literacy Discussion List' Subject: [Technology 1193] Web Site Reviews Hello Everyone: My name is Marge Mechlenburg and I teach computer skills to special populations in Erie, PA. I would like to develop a form for our learners to use to review web sites. I am interested in what criteria you would use to evaluate whether or not a web site was worth re-visiting and contained valid information. My goal is to develop critical thinking skills in students as well as abilities to navigate web sites. Thanks for your help! Marge -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Tuesday, August 07, 2007 10:15 AM To: The Technology and Literacy Discussion List Subject: [Technology 1192] Discussion: Literacy in Recovery: Two years afterHurricane Katrina Dear Colleagues, The following message is posted on behalf of Daphne Greenberg: Starting on August 15th, on the poverty, race, women, and literacy list, guest facilitators will be hosting a discussion on the state of adult literacy in New Orleans after Hurricane Katrina. The two year anniversary of this tragic event falls in the end of August, and as we know there is still much that needs to be done to help the residents of New Orleans. If you are interested in joining the discussion go to: http://www.nifl.gov/mailman/listinfo/povertyracewomen (you can go to the same website to unsubscribe) Here are the details: Name of discussion: Literacy in Recovery: Two years after Hurricane Katrina When: Wednesday, August 15-Wed. Aug 29 The panelists are: - Rachel Nicolosi, Program Director, Literacy Alliance of Greater New Orleans - Manon Pavy, Coordinator, YMCA Educational Services - Karla Sikaffy, Director, Hispanic Apostolate ESL Program - Linda Detiege, adult learner, member of the dormant adult learner leadership group - ALIVE - Adult Learners Initiating Voices for Education - Zarus E. P. Watson Associate Professor of Counselor Education and Research Director, UNO Research Center for Multiculturalism and Counseling at University of New Orleans. Possible Topics For Discussion are: What do adult literacy programs look like in New Orleans after Katrina? Funding for adult literacy programs after Katrina-how much and from where? Literacy Volunteers in adult literacy programs after Katrina-do they exist-are they hard to find? Learners in adult literacy programs after Katrina-have they returned and what are their experiences? What are the unique struggles that immigrants face after Katrina? What role does workforce development play? Recommended reading in preparation for the discussion: www.gnocdc.org This is the Greater New Orleans Community Data Center - the nonprofit that manages data related to the region including "The Katrina Index" - Beginning in December 2005, the Katrina Index began monitoring the social and economic recovery of the Gulf Coast region, especially the New Orleans area, from the storm's impact in August 2005. Relying on nearly 40 indicators, the Index has aimed to provide members of the media, key decision makers, nonprofit and private sector groups, and researchers with an independent, fact-based, one-stop resource to monitor and evaluate the progress of on-the-ground recovery. A two-year Special Edition will be released on August 8. Please encourage your friends and colleagues to join us. If they are interested, they can subscribe, and then later unsubscribe at: http://www.nifl.gov/mailman/listinfo/povertyracewomen Daphne Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wmmech1 at msn.com -- I am using the free version of SPAMfighter for private users. It has removed 0 spam emails to date. Paying users do not have this message in their emails. Get the free SPAMfighter here: http://www.spamfighter.com/len ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bjteach at ameritech.net From djrosen at comcast.net Wed Aug 8 22:30:38 2007 From: djrosen at comcast.net (David J. Rosen) Date: Wed, 8 Aug 2007 22:30:38 -0400 Subject: [Technology 1195] Prosessional Development Design & Development for the 21st Century References: Message-ID: <6F41444F-E713-4106-A5AF-0519C4AC7F60@comcast.net> Technology colleagues, I posted the message below to the professional development list today. It may also be of interest here. David J. Rosen djrosen at comcast.net ----------------------------- ....there was one finding in the NSDC report that I think we should pay special attention to. .. ?Structured, course-based offerings scheduled during specific time periods are being replaced by on-demand, individualized learning opportunities.? What this means, I think, is "just-in-time" professional development, including asynchronous online professional development that is tailored to teachers' needs as they see them, or tailored to professional development requirements that, in any case, they must meet. What is your mental image of what this looks like? Short, Web-based courses? Weekly "webinars"? "Podcasts"? Wikis? Blogs? Discussion lists/forums? My mental image isn't any one of these; it's all of them and much, much more. My image comes from my experience online with Second Life (SL). Some of what I will describe below is happening in SL now, some is projection into the very near future, only a year or two. (Select the Web address below to see me in Second Life) http://tinyurl.com/2vqf8k Second Life is a three-dimensional online environment, a bunch of "islands" where some people build amazing architecture and where other people -- moving about as their chosen "avatars", dressed however they like -- explore, visit, spend time, and do things. What do people do in Second Life? That's like asking what do people do in Europe or China. Who can know all the things they do? But here's a start: they walk, run, look around, and fly (yes fly -- some of those who are physically challenged in real life say it's amazingly liberating.) They teleport themselves to another island, talk with other avatars, gesture to them in normal and strange ways, sit down (on furniture, floor, grass, park benches, and more), flirt (and probably more), watch movies, shop (in real online stores with real money, as well as with SL money called Linden Dollars). More to the point, they take seminars and courses at real (and invented) colleges and universities. And there is some talk of there soon being a GED center on SL. All of that is happening in SL now, but let's fast forward a bit to the near future, and imagine this scenario: I am a GED teacher (although my avatar dresses casually, not in typical classroom garb) and in Second Life I am young and female, not grey and male. I teleport from the entrance to the National Adult Ed Teacher Professional Growth Center (remember this part is projection; it is not real yet) where I see a billboard catalog of offerings. Some offerings are short videos of teachers and classes, good examples of content standards and best practices; some are seminars ("webinars") and, since there are hundreds of adult ed teachers here with me in real time, some can be just-in-time introductory courses, workshops and study circles. I sign up for a study circle on workplace literacy that begins in two days, because I work part-time and I have noticed that some of the part-time jobs for teachers who work at companies sound interesting and pay better. I also sign up for a one-hour introduction to the workplace literacy basic skills teacher professional development course. The intro is offered right now. There are seven other teachers (their avatars) with me -- some look really weird!. Some say they have taken lots of courses and workshops at the Professional Growth Center, some are newbies like me. In the intro to workplace basic skills, we listen, chat in dyads (using Instant Messenger), ask questions that the teacher answers (using SL's free voice software,) and at the end, after getting a copy of the course schedule that my avatar keeps as her own, I head over to the Growth Center's coffee cafe for some shop talk with one of the other teachers in the workplace literacy basic skills Introduction, who it turns out in real life (IRL) is from my state. This may seem far-fetched, but most of this can be designed on SL right now, and many more "just-in-time" features can be linked in to SL. This is a highly interactive environment. Have you been to Second Life? Have you been thinking -- as I am -- that this has very exciting potential for highly interactive professional development? Is anyone working on building an adult education PD center on SL now? If so, let us know. Maybe we can put together an online PD work project group to first learn more about SL, and then to experiment with building a PD center. Anyone interested? For those who are curious about SL, when you have a couple of hours, start here: http://secondlife.com/whatis/ David J. Rosen (aka DJ Duncan on SL) djrosen at comcast.net From djrosen at comcast.net Thu Aug 9 06:21:04 2007 From: djrosen at comcast.net (David J. Rosen) Date: Thu, 9 Aug 2007 06:21:04 -0400 Subject: [Technology 1196] Podcasts In-Reply-To: <5B5DF9F227918548AD5FF668A2E84EBC02780712@ED181X1.franklin.ketsds.net> References: <6E8BC13A30982C44BCD32B38FB8F5AB84C3EE8@lac-exch.lacnyc.local> <5B5DF9F227918548AD5FF668A2E84EBC02780712@ED181X1.franklin.ketsds.net> Message-ID: Barry, and others, On Jul 16, 2007, at 8:38 AM, Burkett, Barry wrote: I am really enjoying the podcast "Adventures in Transformative Learning," which revolves around adult learning. I am hoping there are more Podcasts like this out there... does anyone know of other literacy or ABE podcasts available on the Net? Here's a short list of podcasts in adult education, some for students, some for teachers, some for both. What would you add to this list? What is a Podcast? Podcasting makes audio files, usually in MP3 format, available for download so you can listen at your convenience. You don't need an IPod; any computer media player can play the files. For students, podcasts are particularly useful for ESOL learning. You can connect to others' lessons or create your own. ESL/ESOL Podcasts ESL Pod Commercial site. They charge for Learning Guides but offer podcasts free. Nearly 300 podcasts http://www.eslpod.com/website/index.php English Caster http://www.englishcaster.com/ Uscitizenpod http://uscitizenpod.libsyn.com Up-to-date materials to help adult students who wish to prepare for U.S. citizenship Other Adult Ed Podcasts Thinkfinity.org http://literacynetwork.verizon.org/Podcasts.182.0.html Festival of Literacies Podcasts http://www.literaciesoise.ca/podcast.htm A podcast project for adult literacy undertaken in Canada by the Festival of Literacies, sponsored by the Adult Learning Knowledge Centre, an initiative of the Canadian Council on Learning, a national, non-profit, independent organization committed to improving learning for all Canadians. There are four podcasts. Of the four, the first one, Talking with Fran and Judi, has very good subject matter, but very poor sound quality. The other three have higher quality audio.The goal of the podcasts was to capture research in practice knowledge. Adventures in Transformative Learning ? for teachers and learners http://www.podcastforteachers.org/atl/ Intro clip: http://tinyurl.com/3baloy David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070809/86adc1b9/attachment.html From djrosen at comcast.net Thu Aug 9 12:16:28 2007 From: djrosen at comcast.net (David J. Rosen) Date: Thu, 9 Aug 2007 12:16:28 -0400 Subject: [Technology 1197] Ideas for Special Topics Discussions Message-ID: Colleagues, We would like to hear your ideas for the Special Topics discussion list. What topics would you like to suggest? What guests -- or kinds of guests -- would you like to see invited? If you have participated in Special Topics discussions, based on what you have seen so far what would you like to see emphasized in the future, and what would you like to be different? What topics aren't covered by other discussion lists that might be addressed on the Special Topics list? Please join this discussion on August 20th on the Special Topics discussion list to contribute your ideas and to see what others think. Consider the Special Topics discussion list as part of your professional development. How could the content of the discussions better meet your needs as a teacher, tutor, state or program level administrator, counselor, curriculum or professional developer, researcher or graduate student? To subscribe, go to: http://www.nifl.gov/mailman/listinfo/specialtopics After you complete the simple registration form (30 seconds) you will receive an email asking you to confirm that you wish to subscribe. Immediately reply to the email to complete your subscription. This discussion doesn't begin until August 20th. After the discussion ends you can unsubscribe from the same Web address, or stay on for the next discussion. Discussions Held to Date on the Special Topics list * The Adult Reading Components Study * Persistence * Formative Assessment * Corrections Family Literacy and Transition to the Community * What Works for Adult ESL Students * Community Literacy * GED Earnings Outcomes Discussions Planned for August and September * Subscribers' Ideas for Special Topics : August 20 -24 * What International Literacy Programs offer Programs in the U.S.: September 7 -14 * Components of Numeracy: September 17 -21 David Rosen Special Topics Discussion Moderator djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070809/40318aa7/attachment.html From Tina_Luffman at yc.edu Thu Aug 9 16:27:15 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Thu, 9 Aug 2007 13:27:15 -0700 Subject: [Technology 1198] Re: Podcasts In-Reply-To: Message-ID: Hi Barry and all, If you go to iTunes and select Podcasts>Education, you can locate a page of educational podcasts such as Grammar Girl's Quick and Dirty Lessons. You can also access this site at QDnow.com. There are a lot of ELAA materials in iTunes for those interested. I cannot claim to have ventured much in iTunes, but have at least checked out some of the Grammar Girl's podcasts. Thanks, Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu "David J. Rosen" Sent by: technology-bounces at nifl.gov 08/09/2007 08:51 AM Please respond to The Technology and Literacy Discussion List To The Technology and Literacy Discussion List cc Subject [Technology 1196] Podcasts Barry, and others, On Jul 16, 2007, at 8:38 AM, Burkett, Barry wrote: I am really enjoying the podcast "Adventures in Transformative Learning," which revolves around adult learning. I am hoping there are more Podcasts like this out there... does anyone know of other literacy or ABE podcasts available on the Net? Here's a short list of podcasts in adult education, some for students, some for teachers, some for both. What would you add to this list? What is a Podcast? Podcasting makes audio files, usually in MP3 format, available for download so you can listen at your convenience. You don't need an IPod; any computer media player can play the files. For students, podcasts are particularly useful for ESOL learning. You can connect to others' lessons or create your own. ESL/ESOL Podcasts ESL Pod Commercial site. They charge for Learning Guides but offer podcasts free. Nearly 300 podcasts http://www.eslpod.com/website/index.php English Caster http://www.englishcaster.com/ Uscitizenpod http://uscitizenpod.libsyn.com Up-to-date materials to help adult students who wish to prepare for U.S. citizenship Other Adult Ed Podcasts Thinkfinity.org http://literacynetwork.verizon.org/Podcasts.182.0.html Festival of Literacies Podcasts http://www.literaciesoise.ca/podcast.htm A podcast project for adult literacy undertaken in Canada by the Festival of Literacies, sponsored by the Adult Learning Knowledge Centre, an initiative of the Canadian Council on Learning, a national, non-profit, independent organization committed to improving learning for all Canadians. There are four podcasts. Of the four, the first one, Talking with Fran and Judi, has very good subject matter, but very poor sound quality. The other three have higher quality audio.The goal of the podcasts was to capture research in practice knowledge. Adventures in Transformative Learning ? for teachers and learners http://www.podcastforteachers.org/atl/ Intro clip: http://tinyurl.com/3baloy David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070809/b55544e7/attachment.html From barry.bakin at lausd.net Thu Aug 9 19:57:19 2007 From: barry.bakin at lausd.net (Bakin, Barry) Date: Thu, 9 Aug 2007 16:57:19 -0700 Subject: [Technology 1199] Re: Web Site Reviews In-Reply-To: <20070809023057.7DB8411B23@mail.nifl.gov> Message-ID: <04E56D7139A45949A5435413801707A2101F5D@mailbe-la05.lausd.net> The ESL/CBET & Citizenship Technology Guide written and published by teachers in our program in 2002 has a website evaluation checklist. It can be found on page c-1 of the guide or page 175 of the pdf file that is at http://adultinstruction.org/administrators/handbooks/esl_tech_guide.pdf. Our checklist was based on a document (A Guide for Evaluating the Reliability of Internet Resources) put out by the Outreach and Technology Assistance Network (OTAN)written by Doris Ivy which can be found at http://www.otan.us/browse/index.cfm?fuseaction=view_ft&recno=894&catid=1 7191. If you're not already an OTAN site member you might be asked to register (free) before being directed to the document. Barry Bakin ESL Teacher Adviser Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Barbara Sabaj Sent: Wednesday, August 08, 2007 7:31 PM To: 'The Technology and Literacy Discussion List' Subject: [Technology 1194] Re: Web Site Reviews Listed below is an evaluation form I have used with students. If you want this is a Word document, e-mail me off the listserv and I will send it to you. Form for Evaluating Internet Resources 1. URL of web site: 2. Name of web site: 3. Primary use: students teachers others (mark all that apply) 4. What is the purpose or goal of this web site? 5. What organization created this site? 6. Do they have a built-in bias towards the information? 7. What other references are cited for the information presented? 8. What other types of organizations link to this site? (Using a search engine, type link: and the Web site address (example: link:www.website.com ) 9. Who is the author of the page and does that person have valid credentials to present this information? 10. Is there a way to provide feedback on the web site and create an exchange with the author or web site manager? 11. How old is the material on the web site? Is it current or outdated? 12. How helpful is this site to you? Does it have the information you need? 13. Describe how this web site might be used in your project: 14. Reviewing your answers above, is this a good site to use for your project? c Yes c No Barbara Sabaj bjteach at ameritech.net barb.sabaj at d214.org bsabaj at thecenterweb.org 847-392-9894 -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bill Mechlenburg Sent: Wednesday, August 08, 2007 4:44 PM To: 'The Technology and Literacy Discussion List' Subject: [Technology 1193] Web Site Reviews Hello Everyone: My name is Marge Mechlenburg and I teach computer skills to special populations in Erie, PA. I would like to develop a form for our learners to use to review web sites. I am interested in what criteria you would use to evaluate whether or not a web site was worth re-visiting and contained valid information. My goal is to develop critical thinking skills in students as well as abilities to navigate web sites. Thanks for your help! Marge -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Tuesday, August 07, 2007 10:15 AM To: The Technology and Literacy Discussion List Subject: [Technology 1192] Discussion: Literacy in Recovery: Two years afterHurricane Katrina Dear Colleagues, The following message is posted on behalf of Daphne Greenberg: Starting on August 15th, on the poverty, race, women, and literacy list, guest facilitators will be hosting a discussion on the state of adult literacy in New Orleans after Hurricane Katrina. The two year anniversary of this tragic event falls in the end of August, and as we know there is still much that needs to be done to help the residents of New Orleans. If you are interested in joining the discussion go to: http://www.nifl.gov/mailman/listinfo/povertyracewomen (you can go to the same website to unsubscribe) Here are the details: Name of discussion: Literacy in Recovery: Two years after Hurricane Katrina When: Wednesday, August 15-Wed. Aug 29 The panelists are: - Rachel Nicolosi, Program Director, Literacy Alliance of Greater New Orleans - Manon Pavy, Coordinator, YMCA Educational Services - Karla Sikaffy, Director, Hispanic Apostolate ESL Program - Linda Detiege, adult learner, member of the dormant adult learner leadership group - ALIVE - Adult Learners Initiating Voices for Education - Zarus E. P. Watson Associate Professor of Counselor Education and Research Director, UNO Research Center for Multiculturalism and Counseling at University of New Orleans. Possible Topics For Discussion are: What do adult literacy programs look like in New Orleans after Katrina? Funding for adult literacy programs after Katrina-how much and from where? Literacy Volunteers in adult literacy programs after Katrina-do they exist-are they hard to find? Learners in adult literacy programs after Katrina-have they returned and what are their experiences? What are the unique struggles that immigrants face after Katrina? What role does workforce development play? Recommended reading in preparation for the discussion: www.gnocdc.org This is the Greater New Orleans Community Data Center - the nonprofit that manages data related to the region including "The Katrina Index" - Beginning in December 2005, the Katrina Index began monitoring the social and economic recovery of the Gulf Coast region, especially the New Orleans area, from the storm's impact in August 2005. Relying on nearly 40 indicators, the Index has aimed to provide members of the media, key decision makers, nonprofit and private sector groups, and researchers with an independent, fact-based, one-stop resource to monitor and evaluate the progress of on-the-ground recovery. A two-year Special Edition will be released on August 8. Please encourage your friends and colleagues to join us. If they are interested, they can subscribe, and then later unsubscribe at: http://www.nifl.gov/mailman/listinfo/povertyracewomen Daphne Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to wmmech1 at msn.com -- I am using the free version of SPAMfighter for private users. It has removed 0 spam emails to date. Paying users do not have this message in their emails. Get the free SPAMfighter here: http://www.spamfighter.com/len ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bjteach at ameritech.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.bakin at lausd.net From tsticht at znet.com Fri Aug 10 14:15:32 2007 From: tsticht at znet.com (tsticht at znet.com) Date: Fri, 10 Aug 2007 11:15:32 -0700 Subject: [Technology 1200] Message for International Literacy Day Message-ID: <1186769732.46bcab4482deb@webmail.znet.net> A Message for International Literacy Day 2007 UNESCO Recognition for Industrialized Nations: >From Fighting Pockets of Illiteracy to Raising Levels of Literacy Tom Sticht International Consultant in Adult Education During 2007 I am presenting a series of workshops entitled Adult Literacy Education in Industrialized Nations. Earlier, I worked for 25 years (1979-2003) as a volunteer member of UNESCO's International Literacy Prize Jury. This Jury recommends to the Director General of UNESCO the winners of UNESCO's literacy awards each year on September 8, International Literacy Day. For most of the time that UNESCO has awarded literacy recognition the discourse was about "illiteracy" and most attention was, and still is, focussed on developing nations with large percentages of illiterate adults (age 15 and above). There were times, however, when recognition was given to industrialized nations where it was generally said that illiteracy was not a major problem but there were "pockets of illiteracy." This usually referred to socially marginalized groups of indigenous persons, immigrants, poverty stricken, incarcerated, and the like. Over time, the discourse of literacy has varied and has included "illiteracy," "functionally illiterate," "functionally literate," "literacy levels," and "multiple literacies." This listing moves from thinking about "illiteracy" as being almost totally unable to read and write, to thinking about literacy as a continuum from illiteracy through gradients of literacy from low to higher levels and to the idea of "multiple literacies" meaning the ability to use a variety of symbolic communication media (e.g, the internet) and graphic technologies such as maps, graphs, and the like. UNESCO may provide three types of recognition on International Literacy Day: Major Prizes with monetary awards, Honorable Mentions, and Recognition in the Palmares, the official document that proclaims the winners of each year's recognition. Of the six industrialized nations that are discussed in my workshop, five have received multiple recognition primarily before the shift in discourse in talking about "illiteracy" to "levels of literacy" or "multiple literacies." This UNESCO recognition has helped each of these five nations keep the need for literacy education in their nation in the awareness of policymakers and has provided a foundation for major activities that are underway to advance levels of literacy in these nations today. On September 8th of this year we should continue to press for international attention to the plight of hundreds of millions of illiterate adults around the world. But we should also recognize the need in all nations, both developing and developed, to raise the levels of literacy of thousands of millions of adults and promote the multiple literacies of adults who are at risk of losing such advances as they have made in their lives and the lives of their families in the face of a rapidly changing world. As a member of UNESCO's International Literacy Jury I was honored to participate in recognizing the work of nations that are part of my workshop on Adult Literacy in Industrialized Nations. Today I am pleased to once again recognize the outstanding adult literacy work that these nations have performed in the past, and to call attention to the continuing efforts of these and other industrialized nations which are today locked in a struggle to enhance the lives of millions of adults and their families through policies and practices aimed at improving literacy. Celebrate Adult Literacy Education on September 8th! UNESCO recognition of my workshop industrialized nations: 1. Australia 1969 HM Summer Institute of Education 1984 R Mr. Archibald Alexander Nelson 1989 R Workplace Education Project 1991 R News on Wheels 2. Canada 1977 HM Frontier College, Basic Education of the Canadian Frontier 1985 HM Canadian Organization for Development Through Education (CODE) 1988 HM Southam Incorporated 1995 Major Prize Community Academic Services Program (CASP), New Brunswick 2002 HM National Adult Literacy Database 3. New Zealand 1988 HM Mr. Michael Marquet 1995 HM Waitakera WEA Adult Literacy 1997 R National Association of ESOL Home Tutor Scheme 2000 HM Literacy Aotearoa, Inc. 2001 Major Prize Workbase, the National Center for Workplace Literacy & Language 4. United Kingdom 1981 HM "On the Move" Project of the British Broadcasting Corp. 1984 HM Adult Literacy and Basic Skills Unit (ALBSU) 1999 Major Prize Family Literacy Programme, Basic Skills Agency 5. United States 1968 HM International Reading Association 1971 HM National Affiliation for Literacy Advance 1972 HM Appalachian Adult Education Center 1978 HM Dr.Welthy Honziger Fisher 1980 R Mrs. Ruth Johnson Colvin 1981 R Laubach Literacy International 1992 R Beginning With Books Literacy Program 2007 Major Prize Reach out and Read Legend: HM-Honorable Mention; R-Recognition in the Palmares Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net From marie.cora at hotspurpartners.com Sat Aug 11 09:57:25 2007 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Sat, 11 Aug 2007 09:57:25 -0400 Subject: [Technology 1201] FW: [Assessment 892] Assessment of Literacy Message-ID: <05e101c7dc1f$8cb49410$0302a8c0@LITNOW> Hi Technology Colleagues, I received this query on the NIFL Assessment Discussion List the other day, but there's been no response. I was wondering if maybe we'd have some luck asking subscribers here if they have suggestions. Does anyone have suggestions for Nancy? I'll forward replies to the Assessment List from here. (Or feel free to post your responses there by going to: http://www.nifl.gov/mailman/listinfo/Assessment and subscribing!) Thanks!! Marie Cora Marie Cora marie.cora at hotspurpartners.com NIFL Assessment Discussion List Moderator http://www.nifl.gov/mailman/listinfo/assessment Coordinator, LINCS Assessment Special Collection http://literacy.kent.edu/Midwest/assessment/ -----Original Message----- From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Nancy Muller Sent: Tuesday, August 07, 2007 4:59 PM To: assessment at nifl.gov Subject: [Assessment 892] Assessment of Literacy Which web site addresses do you recommend that I visit so that I can have the literacy level of our newly designed web site assessed on line? Thanks! Nancy Muller Executive Director National Association For Continence (NAFC) PO Box 1019 Charleston, SC 29402 USA Email: nmuller at nafc.org Telephone: 843.377.0900 extension 207 Facsimile: 843.377.0905 Web Address: www.nafc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070811/6102c895/attachment.html From HSilver-Pacuilla at air.org Sat Aug 11 08:45:50 2007 From: HSilver-Pacuilla at air.org (Silver-Pacuilla, Heidi) Date: Sat, 11 Aug 2007 08:45:50 -0400 Subject: [Technology 1202] Re: IRA Award to Larry Ferlazzo In-Reply-To: Message-ID: CONGRATULATIONS to Larry Ferlazzo, a contributor to our list (see his message from April below), who won the 2007 International Reading Association's Presidential Award for Reading and Technology for his work to create social online spaces for immigrant families. Thank you, Larry, for your work and also for raising the visibility of the need and potential among our family literacy populations with this prestigious award! Here's the link to the award announcement: http://www.reading.org/association/awards/teachers_presidential.html But there was a very nice article in the Reading Today newspaper that arrived at my home yesterday. Congratulations on the recognition of your fine work! Heidi Silver-Pacuilla, Ph.D. Senior Research Analyst American Institutes for Research 1000 Thomas Jefferson Street NW Washington, DC? 20007 202.403.5218 (Phone) 202.403.5454 (Fax) Message: 3 Date: Tue, 3 Apr 2007 10:42:51 EDT From: LaFerlazzo at aol.com Subject: [Technology 907] Re: Updated online ESL resource To: technology at nifl.gov Message-ID: Content-Type: text/plain; charset="us-ascii" I thought people might find this website useful for teaching English Language Learners and younger native English speakers. I've recently expanded it: _http://www.bayworld.net/ferlazzo/english.html_ (http://www.bayworld.net/ferlazzo/english.html) It now has over 6,000 links appropriate for English Language Learners divided into many categories, and covering English, Math, Science and Social Studies. I also have a blog that highlights new content that's added to the site: _http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) Larry Ferlazzo Sacramento, CA From djrosen at comcast.net Mon Aug 13 07:53:41 2007 From: djrosen at comcast.net (David J. Rosen) Date: Mon, 13 Aug 2007 07:53:41 -0400 Subject: [Technology 1203] Computer simulations for low-income adult learners Message-ID: <14A79C53-7EF8-445E-845F-625CAE452460@comcast.net> Colleagues, Do your students use computer simulations for learning? If so, which ones and for what kinds of students? (ABE? ESOL? ASE? Basic Literacy? College transition? Others?) What simulations do your students find engaging? What simulations help them learn? Is the use of computer simulations in the adult education and literacy field increasing? I would be willing to put together a list of simulations you recommend and add it to the Literacy List [ http://alri.org/literacylist.html ] . Below are some bits from a Chicago Tribune article yesterday about how computer games and simulations are being used in classes and libraries, including with low-income people. + Erie Neighborhood House in Chicago uses computer games to teach low- income people. + A study announced in June by the Pew Internet & American Life project provides evidence that poorer families are gaining access to computers. For example, the study found that 40 percent of African- Americans have broadband connections to their home PCs, which is up from the 14 percent the survey found two years ago. + Another recent survey has found that more than 80 percent of U.S. libraries allow patrons to use their computers to play games. More than 40 percent run programs promoting games. + Librarians at Arizona State have created a game for college students that helps them understand how to use a library to get critical information. "Gaming teaches how to evaluate information," said Jenny Levine, Internet specialist for the American Library Association. "It teaches how to handle large sets of data, filter results, navigate information. You take in a lot of real-time information, process it and strategize. These are the same skills that businesses need." Would this simulation be useful for ASE students or college transition students? Are there other simulations at a more basic level to help students use a library? You'll find an article on all this in the Chicago Tribune for Sunday, August 12 at http://tinyurl.com/28hcxv You'll find a wiki article on the library game with links to a .pdf of a presentation on it and to the game itself at http://tinyurl.com/29js6q David J. Rosen djrosen at comcast.net From MMaralit at NIFL.gov Mon Aug 13 09:45:25 2007 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Mon, 13 Aug 2007 09:45:25 -0400 Subject: [Technology 1204] Aug. 29 Webcast: Health Literacy of America's Adults Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C47C6@wdcrobe2m03.ed.gov> SAVE THE DATE for a LIVE webcast! Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy WHEN: August 29, 2007 1:30 PM - 3:00 PM Eastern Time 12:30 PM - 2:00 PM Central Time 11:30 AM - 1:00 PM Mountain Time 10:30 AM - 12:00 AM Pacific Time ** Registration information will be shared in a future posting, but for now, SAVE THE DATE for a LIVE webcast on Wednesday, August 29! ** For more information about this webcast or The National Institute for Literacy, go to: http://www.nifl.gov. ---------------------------------------------------------------------------- The August 29 webcast will focus on the Health Literacy of America's Adults: Results of the National Assessment of Adult Literacy (NAAL) 2003. The live webcast will feature: * Dr. Sheida White directs the National Assessment of Adult Literacy at the National Center for Education Statistics (or NCES). Her doctoral degree is in linguistics from Georgetown University. After working as a full-time reading researcher for 6 years, she joined NCES in 1991. During the first 8 years at NCES, she monitored the National Assessment of Education Progress (NAEP). Since 1999, she has been directing the NAAL project. Dr. White has taught non-native English speaking adults. She created a guided reading program to address the reading comprehension needs of slow readers. Her articles have appeared in journals such as "Language in Society" and "Reading Research Quarterly". * Other panelists: TBA. The webcast will be moderated by Dr. Sandra L. Baxter, Director of the National Institute for Literacy. -------------------------- The National Institute for Literacy has hosted a number of web casts presenting information, findings and results from the National Assessment of Adult Literacy (NAAL), for more information on these webcast, please go to: http://www.nifl.gov/nifl/NAAL2003.html. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070813/9caaca47/attachment.html From nfriday at alphaplus.ca Mon Aug 13 09:50:35 2007 From: nfriday at alphaplus.ca (Nancy Friday) Date: Mon, 13 Aug 2007 09:50:35 -0400 Subject: [Technology 1205] Re: FW: [Assessment 892] Assessment of Literacy References: <05e101c7dc1f$8cb49410$0302a8c0@LITNOW> Message-ID: Hi Marie and Nancy and all, Check out the Clear Language and Design web site and serives offered out of Toronto, Ontario, Canada. There is some assessment you can do for yourself for free as well as a fee-for-service option. http://www.eastendliteracy.on.ca/ClearLanguageAndDesign/services/service4.htm Nancy ________________________________ From: technology-bounces at nifl.gov on behalf of Marie Cora Sent: Sat 11/08/2007 9:57 AM To: technology at nifl.gov Cc: nmuller at nafc.org Subject: [Technology 1201] FW: [Assessment 892] Assessment of Literacy Hi Technology Colleagues, I received this query on the NIFL Assessment Discussion List the other day, but there's been no response. I was wondering if maybe we'd have some luck asking subscribers here if they have suggestions. Does anyone have suggestions for Nancy? I'll forward replies to the Assessment List from here. (Or feel free to post your responses there by going to: http://www.nifl.gov/mailman/listinfo/Assessment and subscribing!) Thanks!! Marie Cora Marie Cora marie.cora at hotspurpartners.com NIFL Assessment Discussion List Moderator http://www.nifl.gov/mailman/listinfo/assessment Coordinator, LINCS Assessment Special Collection http://literacy.kent.edu/Midwest/assessment/ -----Original Message----- From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Nancy Muller Sent: Tuesday, August 07, 2007 4:59 PM To: assessment at nifl.gov Subject: [Assessment 892] Assessment of Literacy Which web site addresses do you recommend that I visit so that I can have the literacy level of our newly designed web site assessed on line? Thanks! Nancy Muller Executive Director National Association For Continence (NAFC) PO Box 1019 Charleston, SC 29402 USA Email: nmuller at nafc.org Telephone: 843.377.0900 extension 207 Facsimile: 843.377.0905 Web Address: www.nafc.org From marie.cora at hotspurpartners.com Mon Aug 13 10:34:10 2007 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Mon, 13 Aug 2007 10:34:10 -0400 Subject: [Technology 1206] Re: FW: [Assessment 892] Assessment of Literacy In-Reply-To: Message-ID: <076d01c7ddb7$03b892d0$0302a8c0@LITNOW> Hi Nancy, thanks so much for this! Marie Cora -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Nancy Friday Sent: Monday, August 13, 2007 9:51 AM To: The Technology and Literacy Discussion List; technology at nifl.gov Cc: nmuller at nafc.org Subject: [Technology 1205] Re: FW: [Assessment 892] Assessment of Literacy Hi Marie and Nancy and all, Check out the Clear Language and Design web site and serives offered out of Toronto, Ontario, Canada. There is some assessment you can do for yourself for free as well as a fee-for-service option. http://www.eastendliteracy.on.ca/ClearLanguageAndDesign/services/service 4.htm Nancy ________________________________ From: technology-bounces at nifl.gov on behalf of Marie Cora Sent: Sat 11/08/2007 9:57 AM To: technology at nifl.gov Cc: nmuller at nafc.org Subject: [Technology 1201] FW: [Assessment 892] Assessment of Literacy Hi Technology Colleagues, I received this query on the NIFL Assessment Discussion List the other day, but there's been no response. I was wondering if maybe we'd have some luck asking subscribers here if they have suggestions. Does anyone have suggestions for Nancy? I'll forward replies to the Assessment List from here. (Or feel free to post your responses there by going to: http://www.nifl.gov/mailman/listinfo/Assessment and subscribing!) Thanks!! Marie Cora Marie Cora marie.cora at hotspurpartners.com NIFL Assessment Discussion List Moderator http://www.nifl.gov/mailman/listinfo/assessment Coordinator, LINCS Assessment Special Collection http://literacy.kent.edu/Midwest/assessment/ -----Original Message----- From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Nancy Muller Sent: Tuesday, August 07, 2007 4:59 PM To: assessment at nifl.gov Subject: [Assessment 892] Assessment of Literacy Which web site addresses do you recommend that I visit so that I can have the literacy level of our newly designed web site assessed on line? Thanks! Nancy Muller Executive Director National Association For Continence (NAFC) PO Box 1019 Charleston, SC 29402 USA Email: nmuller at nafc.org Telephone: 843.377.0900 extension 207 Facsimile: 843.377.0905 Web Address: www.nafc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to marie.cora at hotspurpartners.com From nfriday at alphaplus.ca Mon Aug 13 09:59:03 2007 From: nfriday at alphaplus.ca (Nancy Friday) Date: Mon, 13 Aug 2007 09:59:03 -0400 Subject: [Technology 1207] Re: FW: [Assessment 892] Assessment of Literacy References: <05e101c7dc1f$8cb49410$0302a8c0@LITNOW> Message-ID: Hi, Here's another link that won't assess level online but links to some resources that can assess for accessibility. http://snow.utoronto.ca/index.php?option=com_content&task=view&id=159&Itemid=127 Nancy ________________________________ From: technology-bounces at nifl.gov on behalf of Marie Cora Sent: Sat 11/08/2007 9:57 AM To: technology at nifl.gov Cc: nmuller at nafc.org Subject: [Technology 1201] FW: [Assessment 892] Assessment of Literacy Hi Technology Colleagues, I received this query on the NIFL Assessment Discussion List the other day, but there's been no response. I was wondering if maybe we'd have some luck asking subscribers here if they have suggestions. Does anyone have suggestions for Nancy? I'll forward replies to the Assessment List from here. (Or feel free to post your responses there by going to: http://www.nifl.gov/mailman/listinfo/Assessment and subscribing!) Thanks!! Marie Cora Marie Cora marie.cora at hotspurpartners.com NIFL Assessment Discussion List Moderator http://www.nifl.gov/mailman/listinfo/assessment Coordinator, LINCS Assessment Special Collection http://literacy.kent.edu/Midwest/assessment/ -----Original Message----- From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Nancy Muller Sent: Tuesday, August 07, 2007 4:59 PM To: assessment at nifl.gov Subject: [Assessment 892] Assessment of Literacy Which web site addresses do you recommend that I visit so that I can have the literacy level of our newly designed web site assessed on line? Thanks! Nancy Muller Executive Director National Association For Continence (NAFC) PO Box 1019 Charleston, SC 29402 USA Email: nmuller at nafc.org Telephone: 843.377.0900 extension 207 Facsimile: 843.377.0905 Web Address: www.nafc.org From SNEWBERG at wwcc.wy.edu Mon Aug 13 11:22:28 2007 From: SNEWBERG at wwcc.wy.edu (Stacie Lynch-Newberg) Date: Mon, 13 Aug 2007 09:22:28 -0600 Subject: [Technology 1208] Re: Computer simulations for low-income adult learners Message-ID: <40E0AB1D61600149B95090A8B61A6E4F0395B7C5@xchange.horizons.wwcc.cc.wy.us> Good morning everyone, A great site for instructors and students to learn their learning style and be provided with study tips is the VARK http://www.vark-learn.com/english/page.asp?p=questionnaire . The learning style inventory allows me to tailor information visually, auditory or hands-on based on the students learning style, who might be struggling in my class. It also works into a great lesson plan for students who need to convert information into their learning style for the GED test, college or work. I use it with my GED math students, Transition to College students, and developmental math college class. Stacie Lynch Newberg Western Wyoming Community College From mark.schlager at sri.com Mon Aug 13 12:51:24 2007 From: mark.schlager at sri.com (Mark Schlager) Date: Mon, 13 Aug 2007 09:51:24 -0700 Subject: [Technology 1209] Re: Prosessional Development Design & Development for the 21st Century In-Reply-To: <6F41444F-E713-4106-A5AF-0519C4AC7F60@comcast.net> References: <6F41444F-E713-4106-A5AF-0519C4AC7F60@comcast.net> Message-ID: <249E7CA5-3C7C-4612-B8B8-0CFF19BC2CE5@sri.com> David, SL really is an amazing environment. It heralds the coming-of-age of immersive 3D environment technology, and more importantly its acceptance as a legitimate "learning" environment. In the not too distant past, the forerunners of SL-- MUDs, MOOs, chat servers, IM, and real-time graphical virtual gaming environments-- were either ignored or rejected by the education establishment as places where tech nerds, fantasy nuts, and deviates hung out. Many were blocked by school firewalls and ISPs. At the same time, I think it too soon to declare victory and settle for what SL offers educators and students without some caution and critical review. As a long-time researcher in this and other areas of ed tech, I would caution against "over-the-top" advocacy that can be interpretted as just more techie "hype." Education has seen tech trends and fads come and go, and as a result, many educators and policy makers look skeptically at the next new "silver bullet" the techies are pushing. One way to avoid these perceptions and counteract the nay-sayers is to be appropriately self-critical in our advocacy of new technologies. By all means, be excited and optimistic about SL, and also point out the barriers and limitations, which, for SL, is a long list. Before we send practitioners off into the "brave new virtual world," we need to make clear the investment (and risks) in terms of the time, effort, computing requirements, and new social norms just to get started in SL. We need to look at and draw lesson from the available research data to know under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/ environments for learning (many of which you mention). For example, many tout the lively discussions and knowledge sharing that go on in SL. When one looks with a critical eye, however, it becomes apparent that much, if not most, of that discourse takes place in plain vanilla blogs and listservs that are not integrated with "in-world" activities. Where is the real value for time spent? Yes, the techies among us (including my research group) will leap at the opportunity to experience the sheer innovation and compelling immersion of SL. My concern is for the other 90% of busy education professionals who are simply looking for ways to engage their students and help them learn more effectively. For them, SL may be a rather large leap (of faith) even 2 years from now. Perhaps we need to advocate more *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features, and less for the vendors to the education community (vendors have marketing budget for that). As a recognized authority with a bully pulpit, your voice can amplify the voices of educators to influence developers to build the features needed to move us toward the vision you describe. Mark Schlager Associate Director of Learning Communities Center for Technology in Learning SRI International 333 Ravenswood Avenue, Menlo Park, CA 94025 mark.schlager at sri.com (p) 650-859-2881 (fax) 650-859-3673 ctl.sri.com www.tappedin.org www.cltnet.org "Technology: It never leaves you alone" On Aug 8, 2007, at 7:30 PM, David J. Rosen wrote: > Technology colleagues, > > I posted the message below to the professional development list > today. It may also be of interest here. > > David J. Rosen > djrosen at comcast.net > ----------------------------- > > ....there was one finding in the NSDC report that I think we should > pay special attention to. .. > > ?Structured, course-based offerings scheduled during specific time > periods are being replaced by on-demand, individualized learning > opportunities.? > > What this means, I think, is "just-in-time" professional development, > including asynchronous online professional development that is > tailored to teachers' needs as they see them, or tailored to > professional development requirements that, in any case, they must > meet. > > What is your mental image of what this looks like? Short, Web-based > courses? Weekly "webinars"? "Podcasts"? Wikis? Blogs? Discussion > lists/forums? > > My mental image isn't any one of these; it's all of them and much, > much more. My image comes from my experience online with Second Life > (SL). Some of what I will describe below is happening in SL now, > some is projection into the very near future, only a year or two. > > (Select the Web address below to see me in Second Life) > http://tinyurl.com/2vqf8k > > Second Life is a three-dimensional online environment, a bunch of > "islands" where some people build amazing architecture and where > other people -- moving about as their chosen "avatars", dressed > however they like -- explore, visit, spend time, and do things. What > do people do in Second Life? That's like asking what do people do in > Europe or China. Who can know all the things they do? But here's a > start: they walk, run, look around, and fly (yes fly -- some of > those who are physically challenged in real life say it's amazingly > liberating.) They teleport themselves to another island, talk with > other avatars, gesture to them in normal and strange ways, sit down > (on furniture, floor, grass, park benches, and more), flirt (and > probably more), watch movies, shop (in real online stores with real > money, as well as with SL money called Linden Dollars). > > More to the point, they take seminars and courses at real (and > invented) colleges and universities. And there is some talk of there > soon being a GED center on SL. > > All of that is happening in SL now, but let's fast forward a bit to > the near future, and imagine this scenario: > > I am a GED teacher (although my avatar dresses casually, not in > typical classroom garb) and in Second Life I am young and female, not > grey and male. I teleport from the entrance to the National Adult Ed > Teacher Professional Growth Center (remember this part is projection; > it is not real yet) where I see a billboard catalog of offerings. > Some offerings are short videos of teachers and classes, good > examples of content standards and best practices; some are seminars > ("webinars") and, since there are hundreds of adult ed teachers here > with me in real time, some can be just-in-time introductory courses, > workshops and study circles. I sign up for a study circle on > workplace literacy that begins in two days, because I work part-time > and I have noticed that some of the part-time jobs for teachers who > work at companies sound interesting and pay better. > > I also sign up for a one-hour introduction to the workplace literacy > basic skills teacher professional development course. The intro is > offered right now. There are seven other teachers (their avatars) > with me -- some look really weird!. Some say they have taken lots of > courses and workshops at the Professional Growth Center, some are > newbies like me. In the intro to workplace basic skills, we listen, > chat in dyads (using Instant Messenger), ask questions that the > teacher answers (using SL's free voice software,) and at the end, > after getting a copy of the course schedule that my avatar keeps as > her own, I head over to the Growth Center's coffee cafe for some > shop talk with one of the other teachers in the workplace literacy > basic skills Introduction, who it turns out in real life (IRL) is > from my state. > > This may seem far-fetched, but most of this can be designed on SL > right now, and many more "just-in-time" features can be linked in to > SL. This is a highly interactive environment. > > Have you been to Second Life? Have you been thinking -- as I am -- > that this has very exciting potential for highly interactive > professional development? Is anyone working on building an adult > education PD center on SL now? If so, let us know. Maybe we can put > together an online PD work project group to first learn more about > SL, and then to experiment with building a PD center. Anyone > interested? > > For those who are curious about SL, when you have a couple of hours, > start here: > > http://secondlife.com/whatis/ > > David J. Rosen (aka DJ Duncan on SL) > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mark.schlager at sri.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070813/a1ebb18d/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: smime.p7s Type: application/pkcs7-signature Size: 3812 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070813/a1ebb18d/attachment.bin From djrosen at comcast.net Mon Aug 13 14:30:59 2007 From: djrosen at comcast.net (David J. Rosen) Date: Mon, 13 Aug 2007 14:30:59 -0400 Subject: [Technology 1210] Re: Prosessional Development Design & Development for the 21st Century In-Reply-To: <249E7CA5-3C7C-4612-B8B8-0CFF19BC2CE5@sri.com> References: <6F41444F-E713-4106-A5AF-0519C4AC7F60@comcast.net> <249E7CA5-3C7C-4612-B8B8-0CFF19BC2CE5@sri.com> Message-ID: <8A778C99-1DE0-4F19-9165-23E7F35BB632@comcast.net> Hello Mark, and others, Thanks for your thoughts on the use of Second Life (SL) for adult literacy education. I hope you will share some of your group's research on "under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/environments for learning" and what you see as some of the opportunities and limitations of using Second Life. I would like to learn more about what "we need to advocate *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features." What features on SL do you think are worthwhile? What other features should we be advocating for? In case you were addressing your concerns to me, I am not a techie and I am not interested in hyping technology. I am not promoting "sending practitioners off into the 'brave virtual new world'". I am not advocating that adult literacy education practitioners use Second Life with their students. I am not suggesting that Second Life, as it is, can meet needs of adult education teachers for professional development. (I don't know if it can.) I am suggesting that online real time courses, while often useful for adult ed professional development, are only one kind of online resource, that there are blogs, wikis, podcasts, online simulations, online classroom videos, online study circles and more that can be used asynchronously. and that these resources could be gathered together in SL (or in another Virtual Reality environment) that may be very rewarding for adult ed teachers, especially those who can only access professional development online, never face-to-face, but also for others who can do face-to-face, online and blended professional development. I am not suggesting that SL has all the answers, or that it is the ideal environment in which to bring these resources together, but that it has _potential_ worth exploring. I posted all that to _this_ discussion list because I view this forum as the place where adult education practitioners interested in technology gather together as a community of practice not only to look at evidence-based adult literacy education practices (sadly, very little in adult ed fits this category), and those supported by professional wisdom, but also this is where we can branch off and explore the potential of new -- unproven -- technologies and ideas. If this is not the right forum for promoting adult education and technology exploration groups, what is? Given that there are experiments taking place all over SL by higher education, but -- as far as I know -- none yet by practitioners in adult literacy/basic education, I hoped that some folks from this forum might want to form a group to explore -- learn more about -- SL and its potential (including, of course, its limitations) for adult education professional development. As I guessed, there are. We have formed a wiki, Yahoo Group and an "in world" SL group. It's too early to know where this is going. It depends on who shows up at this action-oriented study circle and what together we decide we want to learn and do, but there are a dozen or so people interested, and some have already "signed up". Others are welcome to join. The Second Life Adult Professional Development Explorers (SLAPDE) wiki is at: http://slapde.pbwiki.com/FrontPage To join the SLAPDE Yahoo Group: 1. Go to the group home page at: http://groups.yahoo.com/group/SLAPDE/ 2. Click on the "Join This Group" button on the right, under the word "Home" (in green). 3. Login in with your Yahoo ID and password (Note: If you do not have a free Yahoo account, you will have to sign up for one to generate the username and password.) 4. Follow the three easy steps to join the group. 5. Await an approval email from the moderator, Jennifer Rafferty. David J. Rosen djrosen at comcast.net On Aug 13, 2007, at 12:51 PM, Mark Schlager wrote: > David, > SL really is an amazing environment. It heralds the coming-of-age > of immersive 3D environment technology, and more importantly its > acceptance as a legitimate "learning" environment. In the not too > distant past, the forerunners of SL-- MUDs, MOOs, chat servers, IM, > and real-time graphical virtual gaming environments-- were either > ignored or rejected by the education establishment as places where > tech nerds, fantasy nuts, and deviates hung out. Many were blocked > by school firewalls and ISPs. > > At the same time, I think it too soon to declare victory and settle > for what SL offers educators and students without some caution and > critical review. As a long-time researcher in this and other areas > of ed tech, I would caution against "over-the-top" advocacy that > can be interpretted as just more techie "hype." Education has seen > tech trends and fads come and go, and as a result, many educators > and policy makers look skeptically at the next new "silver bullet" > the techies are pushing. > > One way to avoid these perceptions and counteract the nay-sayers is > to be appropriately self-critical in our advocacy of new > technologies. By all means, be excited and optimistic about SL, > and also point out the barriers and limitations, which, for SL, is > a long list. Before we send practitioners off into the "brave new > virtual world," we need to make clear the investment (and risks) > in terms of the time, effort, computing requirements, and new > social norms just to get started in SL. We need to look at and > draw lesson from the available research data to know under what > conditions and for what purposes 3DVR might be more appropriate or > effective than other tools/environments for learning (many of which > you mention). For example, many tout the lively discussions and > knowledge sharing that go on in SL. When one looks with a critical > eye, however, it becomes apparent that much, if not most, of that > discourse takes place in plain vanilla blogs and listservs that are > not integrated with "in-world" activities. Where is the real value > for time spent? > > Yes, the techies among us (including my research group) will leap > at the opportunity to experience the sheer innovation and > compelling immersion of SL. My concern is for the other 90% of > busy education professionals who are simply looking for ways to > engage their students and help them learn more effectively. For > them, SL may be a rather large leap (of faith) even 2 years from > now. Perhaps we need to advocate more *for* educators *to* vendors > like Linden Labs, so they build in more education-appropriate > features, and less for the vendors to the education community > (vendors have marketing budget for that). As a recognized authority > with a bully pulpit, your voice can amplify the voices of > educators to influence developers to build the features needed to > move us toward the vision you describe. > > > Mark Schlager > Associate Director of Learning Communities > Center for Technology in Learning > SRI International > 333 Ravenswood Avenue, Menlo Park, CA 94025 > mark.schlager at sri.com > (p) 650-859-2881 (fax) 650-859-3673 > ctl.sri.com www.tappedin.org www.cltnet.org > > "Technology: It never leaves you alone" > > > On Aug 8, 2007, at 7:30 PM, David J. Rosen wrote: > >> Technology colleagues, >> >> I posted the message below to the professional development list >> today. It may also be of interest here. >> >> David J. Rosen >> djrosen at comcast.net >> ----------------------------- >> >> ....there was one finding in the NSDC report that I think we should >> pay special attention to. .. >> >> ?Structured, course-based offerings scheduled during specific time >> periods are being replaced by on-demand, individualized learning >> opportunities.? >> >> What this means, I think, is "just-in-time" professional development, >> including asynchronous online professional development that is >> tailored to teachers' needs as they see them, or tailored to >> professional development requirements that, in any case, they must >> meet. >> >> What is your mental image of what this looks like? Short, Web-based >> courses? Weekly "webinars"? "Podcasts"? Wikis? Blogs? Discussion >> lists/forums? >> >> My mental image isn't any one of these; it's all of them and much, >> much more. My image comes from my experience online with Second Life >> (SL). Some of what I will describe below is happening in SL now, >> some is projection into the very near future, only a year or two. >> >> (Select the Web address below to see me in Second Life) >> http://tinyurl.com/2vqf8k >> >> Second Life is a three-dimensional online environment, a bunch of >> "islands" where some people build amazing architecture and where >> other people -- moving about as their chosen "avatars", dressed >> however they like -- explore, visit, spend time, and do things. What >> do people do in Second Life? That's like asking what do people do in >> Europe or China. Who can know all the things they do? But here's a >> start: they walk, run, look around, and fly (yes fly -- some of >> those who are physically challenged in real life say it's amazingly >> liberating.) They teleport themselves to another island, talk with >> other avatars, gesture to them in normal and strange ways, sit down >> (on furniture, floor, grass, park benches, and more), flirt (and >> probably more), watch movies, shop (in real online stores with real >> money, as well as with SL money called Linden Dollars). >> >> More to the point, they take seminars and courses at real (and >> invented) colleges and universities. And there is some talk of there >> soon being a GED center on SL. >> >> All of that is happening in SL now, but let's fast forward a bit to >> the near future, and imagine this scenario: >> >> I am a GED teacher (although my avatar dresses casually, not in >> typical classroom garb) and in Second Life I am young and female, not >> grey and male. I teleport from the entrance to the National Adult Ed >> Teacher Professional Growth Center (remember this part is projection; >> it is not real yet) where I see a billboard catalog of offerings. >> Some offerings are short videos of teachers and classes, good >> examples of content standards and best practices; some are seminars >> ("webinars") and, since there are hundreds of adult ed teachers here >> with me in real time, some can be just-in-time introductory courses, >> workshops and study circles. I sign up for a study circle on >> workplace literacy that begins in two days, because I work part-time >> and I have noticed that some of the part-time jobs for teachers who >> work at companies sound interesting and pay better. >> >> I also sign up for a one-hour introduction to the workplace literacy >> basic skills teacher professional development course. The intro is >> offered right now. There are seven other teachers (their avatars) >> with me -- some look really weird!. Some say they have taken lots of >> courses and workshops at the Professional Growth Center, some are >> newbies like me. In the intro to workplace basic skills, we listen, >> chat in dyads (using Instant Messenger), ask questions that the >> teacher answers (using SL's free voice software,) and at the end, >> after getting a copy of the course schedule that my avatar keeps as >> her own, I head over to the Growth Center's coffee cafe for some >> shop talk with one of the other teachers in the workplace literacy >> basic skills Introduction, who it turns out in real life (IRL) is >> from my state. >> >> This may seem far-fetched, but most of this can be designed on SL >> right now, and many more "just-in-time" features can be linked in to >> SL. This is a highly interactive environment. >> >> Have you been to Second Life? Have you been thinking -- as I am -- >> that this has very exciting potential for highly interactive >> professional development? Is anyone working on building an adult >> education PD center on SL now? If so, let us know. Maybe we can put >> together an online PD work project group to first learn more about >> SL, and then to experiment with building a PD center. Anyone >> interested? >> >> For those who are curious about SL, when you have a couple of hours, >> start here: >> >> http://secondlife.com/whatis/ >> >> David J. Rosen (aka DJ Duncan on SL) >> djrosen at comcast.net >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to mark.schlager at sri.com > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net From barry.bakin at lausd.net Mon Aug 13 18:58:43 2007 From: barry.bakin at lausd.net (Bakin, Barry) Date: Mon, 13 Aug 2007 15:58:43 -0700 Subject: [Technology 1211] Re: Prosessional Development Design & Developmentfor the 21st Century In-Reply-To: <8A778C99-1DE0-4F19-9165-23E7F35BB632@comcast.net> Message-ID: <04E56D7139A45949A5435413801707A2101F72@mailbe-la05.lausd.net> I don't know if it's been mentioned in this forum or not but there's an interesting discussion taking place at Sylvia Martinez' blog on her experiences with using SL as an educator. It's worth looking at for some of the issues that she raises. You can read through her original posting as the responses at http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li fe/ Again, as David notes, my position is not one of saying one should use or not use Second Life but rather what would it take to get to the point that educators would want to invest their time to make this technology tool practical for the students they work with. Speaking as one who is extremely pleased to get something as basic as an email message from a student, it would take some doing to expect my students to be creating avatars and visiting educational sites on SL on their own. I'm not convinced yet that my time is well-spent on encouraging that endeavor. Barry Bakin Pacoima Skills Center Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Monday, August 13, 2007 11:31 AM To: The Technology and Literacy Discussion List Subject: [Technology 1210] Re: Prosessional Development Design & Developmentfor the 21st Century Hello Mark, and others, Thanks for your thoughts on the use of Second Life (SL) for adult literacy education. I hope you will share some of your group's research on "under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/environments for learning" and what you see as some of the opportunities and limitations of using Second Life. I would like to learn more about what "we need to advocate *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features." What features on SL do you think are worthwhile? What other features should we be advocating for? From LaFerlazzo at aol.com Wed Aug 15 04:35:33 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Wed, 15 Aug 2007 04:35:33 EDT Subject: [Technology 1212] Re: Homeland Security question Message-ID: On Tuesday the Department of Homeland Security announced 25 new measures to address ?border security? and ?immigration challenges.? I would actually characterize many, if not most, of them as anti-immigrant. There is one, however, that teachers of English Language Learners, and their students, might find helpful. It is, not surprisingly, the last one on the list. The announcement stated that the ?Department of Education will launch a free, web-based portal to help immigrants learn English?? The announcement gives absolutely no other details about when it will begin, what might be included, or who in the Department of Education is actually doing it. Does anyone know more? Larry Ferlazzo _http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) ************************************** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070815/8d06d863/attachment.html From djrosen at comcast.net Mon Aug 20 09:29:44 2007 From: djrosen at comcast.net (David J. Rosen) Date: Mon, 20 Aug 2007 09:29:44 -0400 Subject: [Technology 1213] Updated Computer Literacy lessons Web page Message-ID: <47D6832A-2B82-4AEC-93DB-E60BA98E2A46@comcast.net> Colleagues, I have updated the Computer Literacy Lessons Web page on The Literacy List. You will find this at http://alri.org/litlist/complit.html If there are (free) online resources for teaching basic computer skills that you have found effective but that are not listed here please let me know. David J. Rosen djrosen at comcast.net From MMaralit at NIFL.gov Mon Aug 20 17:39:23 2007 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Mon, 20 Aug 2007 17:39:23 -0400 Subject: [Technology 1214] REGISTER for the August 29 Health Literacy Webcast Message-ID: <4062487BDB6029428A763CAEF4E1FE5B15382DD2@wdcrobe2m03.ed.gov> REGISTER for the August 29 Webcast: Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy WHEN: August 29, 2007 1:30 PM - 3:00 PM Eastern Time 12:30 PM - 2:00 PM Central Time 11:30 AM - 1:00 PM Mountain Time 10:30 AM - 12:00 AM Pacific Time *To Register, go to: http://www.nifl.gov/nifl/webcasts/NAALhealth/webcast0829.html * Be sure to mark your calendar for Wednesday, August 29. Once you have registered, you will receive a confirmation email that gives you more information on how to tune in for the webcast on August 29. (Please note, you will need either Windows Media Player or Real Player to view the webcast. More instructions will be provided, once you have registered.) For more information about this webcast or The National Institute for Literacy, go to: http://www.nifl.gov. ---------------------------------------------------------------------------- The August 29 webcast will focus on the Health Literacy of America's Adults: Results of the National Assessment of Adult Literacy (NAAL) 2003. The live webcast will feature: * Dr. Sheida White directs the National Assessment of Adult Literacy at the National Center for Education Statistics (or NCES). Her doctoral degree is in linguistics from Georgetown University. After working as a full-time reading researcher for 6 years, she joined NCES in 1991. During the first 8 years at NCES, she monitored the National Assessment of Education Progress (NAEP). Since 1999, she has been directing the NAAL project. Dr. White has taught non-native English speaking adults. She created a guided reading program to address the reading comprehension needs of slow readers. Her articles have appeared in journals such as "Language in Society" and "Reading Research Quarterly". * Other panelists: TBA. * The webcast will be moderated by Dr. Sandra L. Baxter, Director of the National Institute for Literacy. -------------------------- The National Institute for Literacy has hosted a number of web casts presenting information, findings and results from the National Assessment of Adult Literacy (NAAL), for more information on these webcast, please go to: http://www.nifl.gov/nifl/NAAL2003.html. From djrosen at comcast.net Wed Aug 22 08:20:02 2007 From: djrosen at comcast.net (David J. Rosen) Date: Wed, 22 Aug 2007 08:20:02 -0400 Subject: [Technology 1215] Writing and Making Videos about the Classroom Paradigm Shift Message-ID: <1D5D38B7-11D5-4122-A1D8-76E1F329D8E4@comcast.net> Technology Colleagues, A recent survey has found that "U.K.'s tech-savvy young lack basic literacy skills". The survey found that their experience with Web and cell phone-based technologies, and the increased numbers of young people who prepare for and take an ICT exam, account for their technology expertise. "Their fluency with iPods, mobiles and MySpace has translated well into the workplace, and often gives them an edge over their bosses. The greater focus on IT in schools and investment in computers is also helping," Richard Lambert, CBI's director general, said in the report. Read the article at: http://tinyurl.com/2knw45 In U.S. adult literacy education classes young adult students who may have low basic skills, or who need to learn English, may have considerably more technology experience than their teachers. I am looking for videos and written narrative examples of classrooms where teachers take advantage of this student expertise, where they and their students improve their technology skills in part by learning from tech-savvy students, and where teachers exchange their expertise in teaching language and other basic skills for students' expertise in technology. For example, several years ago Massachusetts adult education teacher, Wendy Quinones, did a "Virtual Visit" GED history project with her young adult students. At that time, she didn't know how to make a Web page but one of her students did. You will see that the style (including Pikachu, for example) represents his choices, not hers. (You'll find the Virtual Visit at http://tech.worlded.org/docs/lowell/home.htm ) Maybe Wendy could write about that experience. I see, in some of the videorecorded work of ESL professor Susan Gaer at Santa Ana College in California, that students sometimes teach each other how to use technology, and from time to time show their technology maven teacher a thing or two. (See video clips of Susan's classes at http://www.otan.us/Itap/index.cfm?fuseaction=videogallery ) In both cases the teachers have made a paradigm shift, embracing their students' technology knowledge and skills, and encouraging them to share that knowledge in the classroom. You may be such a teacher. You may know or work with such a teacher. I am interested to see some narratives about teachers who have "made the shift" and what that looks like in their classes. If these narratives or videos already exist, please point them out to me. If your narrative doesn't exist yet, please write it on the ALE Wiki at http://wiki.literacytent.org/index.php/Paradigm_Shift If you want to make videos of your classroom, Barry Burkett has posted his experiences in doing that here. Ask him for advice. See Barry's messages on this at http://www.nifl.gov/pipermail/technology/2007/date.html (Search by author, beginning with Message 795, http://www.nifl.gov/pipermail/technology/2007/000808.html David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070822/06a8cc32/attachment.html From Barry.Burkett at Franklin.kyschools.us Wed Aug 22 08:18:27 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Wed, 22 Aug 2007 08:18:27 -0400 Subject: [Technology 1216] Re: Professional Development Design &Development for the 21st Century In-Reply-To: <04E56D7139A45949A5435413801707A2101F72@mailbe-la05.lausd.net> References: <8A778C99-1DE0-4F19-9165-23E7F35BB632@comcast.net> <04E56D7139A45949A5435413801707A2101F72@mailbe-la05.lausd.net> Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC03D3928E@ED181X1.franklin.ketsds.net> To Barry from another Barry, I think second life has merit to it, I think it is a lot like the game World of Warcraft, AKA WOW. A major difference I have noticed in my minimal time on the system is that there is no set purpose for an avatar to continue, as an example, in WOW after you decide who you will be, what you will wear, etc you are given a mission. As opposed to Second Life where I built my avatar and then essentially walked around, lost. If you were able to give your students directions to you virtually that may work. Do I have this wrong? Is a player given a sense of purpose and an idea of what they need to do to continue playing? Barry Burkett, Frankfort, KY -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Monday, August 13, 2007 6:59 PM To: The Technology and Literacy Discussion List Subject: [Technology 1211] Re: Prosessional Development Design &Developmentfor the 21st Century I don't know if it's been mentioned in this forum or not but there's an interesting discussion taking place at Sylvia Martinez' blog on her experiences with using SL as an educator. It's worth looking at for some of the issues that she raises. You can read through her original posting as the responses at http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li fe/ Again, as David notes, my position is not one of saying one should use or not use Second Life but rather what would it take to get to the point that educators would want to invest their time to make this technology tool practical for the students they work with. Speaking as one who is extremely pleased to get something as basic as an email message from a student, it would take some doing to expect my students to be creating avatars and visiting educational sites on SL on their own. I'm not convinced yet that my time is well-spent on encouraging that endeavor. Barry Bakin Pacoima Skills Center Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Monday, August 13, 2007 11:31 AM To: The Technology and Literacy Discussion List Subject: [Technology 1210] Re: Prosessional Development Design & Developmentfor the 21st Century Hello Mark, and others, Thanks for your thoughts on the use of Second Life (SL) for adult literacy education. I hope you will share some of your group's research on "under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/environments for learning" and what you see as some of the opportunities and limitations of using Second Life. I would like to learn more about what "we need to advocate *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features." What features on SL do you think are worthwhile? What other features should we be advocating for? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.burkett at franklin.kyschools.us From Barry.Burkett at Franklin.kyschools.us Wed Aug 22 08:28:58 2007 From: Barry.Burkett at Franklin.kyschools.us (Burkett, Barry) Date: Wed, 22 Aug 2007 08:28:58 -0400 Subject: [Technology 1217] Re: Homeland Security question In-Reply-To: References: Message-ID: <5B5DF9F227918548AD5FF668A2E84EBC03D3928F@ED181X1.franklin.ketsds.net> Larry, I will have to learn more about the site, but I think many students will view the help skeptically because of past experience. After September 11th, NYC asked all immigrants (legal and illegal) to register to help the city better understand its friends vs.. enemies. Many immigrants did so, and those illegals (Mexican, Irish, Danish, Congolese, etc.) were shipped off over the next couple of years. So, what am I getting at? Some classes build progressively and want individual student identification so that a student can leave mid-class and pick-up where they left off. Could this individual ID hurt the student's status: I am thinking that even if the DHS site does not ask for personal information it can be gotten other ways, like using a "jon.smith at yahoo.com " address to track to the user's more personal information of locale. Barry Burkett, Frankfort, KY "Just because I'm paranoid doesn't mean they are not after me." Bumper Sticker ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of LaFerlazzo at aol.com Sent: Wednesday, August 15, 2007 4:36 AM To: technology at nifl.gov Subject: [Technology 1212] Re: Homeland Security question On Tuesday the Department of Homeland Security announced 25 new measures to address "border security" and "immigration challenges." I would actually characterize many, if not most, of them as anti-immigrant. There is one, however, that teachers of English Language Learners, and their students, might find helpful. It is, not surprisingly, the last one on the list. The announcement stated that the "Department of Education will launch a free, web-based portal to help immigrants learn English..." The announcement gives absolutely no other details about when it will begin, what might be included, or who in the Department of Education is actually doing it. Does anyone know more? Larry Ferlazzo http://larryferlazzo.edublogs.org/ ________________________________ Get a sneak peek of the all-new AOL.com . -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070822/846441d9/attachment.html From bonniesophia at sbcglobal.net Thu Aug 23 08:34:13 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Thu, 23 Aug 2007 05:34:13 -0700 (PDT) Subject: [Technology 1218] Re: Professional Development Design &Development for the 21st Century In-Reply-To: <5B5DF9F227918548AD5FF668A2E84EBC03D3928E@ED181X1.franklin.ketsds.net> Message-ID: <692047.75136.qm@web83303.mail.sp1.yahoo.com> Our freshman seminar college success classes which will transition into career success classes will use Wikis for group work and communication for projects and assignments. I'll report back. Has anyone tried this? And, not incidentally, they'll see how easy it is to change a wiki article and be a bit more skeptical of Wikipedia which, for all its merits, is not a reliable research source, though it can be a starting point. Bonnie Odiorne, Ph.D. Adjunct Professor, Director Writing Center Post University, Waterbury, CT "Burkett, Barry" wrote: To Barry from another Barry, I think second life has merit to it, I think it is a lot like the game World of Warcraft, AKA WOW. A major difference I have noticed in my minimal time on the system is that there is no set purpose for an avatar to continue, as an example, in WOW after you decide who you will be, what you will wear, etc you are given a mission. As opposed to Second Life where I built my avatar and then essentially walked around, lost. If you were able to give your students directions to you virtually that may work. Do I have this wrong? Is a player given a sense of purpose and an idea of what they need to do to continue playing? Barry Burkett, Frankfort, KY -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Monday, August 13, 2007 6:59 PM To: The Technology and Literacy Discussion List Subject: [Technology 1211] Re: Prosessional Development Design &Developmentfor the 21st Century I don't know if it's been mentioned in this forum or not but there's an interesting discussion taking place at Sylvia Martinez' blog on her experiences with using SL as an educator. It's worth looking at for some of the issues that she raises. You can read through her original posting as the responses at http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li fe/ Again, as David notes, my position is not one of saying one should use or not use Second Life but rather what would it take to get to the point that educators would want to invest their time to make this technology tool practical for the students they work with. Speaking as one who is extremely pleased to get something as basic as an email message from a student, it would take some doing to expect my students to be creating avatars and visiting educational sites on SL on their own. I'm not convinced yet that my time is well-spent on encouraging that endeavor. Barry Bakin Pacoima Skills Center Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Monday, August 13, 2007 11:31 AM To: The Technology and Literacy Discussion List Subject: [Technology 1210] Re: Prosessional Development Design & Developmentfor the 21st Century Hello Mark, and others, Thanks for your thoughts on the use of Second Life (SL) for adult literacy education. I hope you will share some of your group's research on "under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/environments for learning" and what you see as some of the opportunities and limitations of using Second Life. I would like to learn more about what "we need to advocate *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features." What features on SL do you think are worthwhile? What other features should we be advocating for? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.burkett at franklin.kyschools.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070823/4475979d/attachment.html From kbeall at onlyinternet.net Thu Aug 23 09:44:15 2007 From: kbeall at onlyinternet.net (Kaye Beall) Date: Thu, 23 Aug 2007 09:44:15 -0400 Subject: [Technology 1219] Survey on Professional Development Needs/National Institute for Literacy Message-ID: <005001c7e58b$b4ed8bb0$020ba8c0@your4105e587b6> Adult education teachers and administrators: Have you ever wished you could have some input into decisions that are being made nationally on professional development opportunities? If so, here is your chance to express your opinion and share your thoughts. The National Institute for Literacy is conducting a survey on the professional development needs of adult education practitioners across the country. We need your help to gather information that reflects your own needs in the area of professional development as well as how you think professional development should be offered. We are asking for only 10-15 minutes of your time. Follow this link to take the survey at http://www.nifl.gov/lincs/needssurvey/. Information collected from the professional development needs survey will be used by the Institute and the LINCS Regional Resource Centers to (1) give us insights on how Institute-produced materials and training can be disseminated and (2) identify areas where the Institute might want to develop additional materials and trainings. The Regional Resource Centers will use the data to develop a regional dissemination plan that will include how to best disseminate and present Institute-sponsored resources and training in partnership with the state organizations. The National Institute for Literacy, a federal agency, provides leadership on literacy issues, including the improvement of reading instruction for children, youth, and adults. In consultation with the U.S. Departments of Education, Labor, and Health and Human Services, the Institute serves as a national resource on current, comprehensive literacy research, practice, and policy. The National Institute for Literacy is committed to the dissemination of high-quality resources to help practitioners use evidence-based instructional practices that improve outcomes in adult learners' literacy skills. LINCS is the backbone of the Institute's dissemination system, providing information on a wide variety of literacy relevant topics, issues, and resources through regional resource centers, collections of resources, and discussion lists. For more information about the National Institute for Literacy and LINCS visit http://www.nifl.gov . NOTE: The valid OMB control number for this information collection is 1800-0011 v. 86. National Institute for Literacy Regional Resource Centers Kaye Beall, Co-Director Region 1 Resource Center World Education, Inc./U.S. Division kaye_beall at worlded.org 765.717.3942 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070823/07db8708/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/jpeg Size: 4101 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070823/07db8708/attachment.jpe From LaFerlazzo at aol.com Wed Aug 22 19:48:15 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Wed, 22 Aug 2007 19:48:15 EDT Subject: [Technology 1220] Re: Homeland Security question Message-ID: Barry makes an excellent point. I think the public statement said it would be run through the Education Department, but that doesn't mean they wouldn't share information. I still haven't found anyone who knows anything more about it than what was said on the release. Larry Ferlazzo ************************************** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070822/169fad98/attachment.html From mthacher at otan.us Wed Aug 22 20:39:32 2007 From: mthacher at otan.us (Marian Thacher) Date: Wed, 22 Aug 2007 17:39:32 -0700 Subject: [Technology 1221] Re: =?iso-8859-1?q?Professional_Development_Design_=26Development?= =?iso-8859-1?q?_=09for__the_21?= In-Reply-To: <5B5DF9F227918548AD5FF668A2E84EBC03D3928E@ED181X1.franklin.ketsds.net> References: <5B5DF9F227918548AD5FF668A2E84EBC03D3928E@ED181X1.franklin.ketsds.net> Message-ID: Right, Barry, Second Life is like Real Life in that way - you have to figure out your own mission - no small task sometimes! But if you were meeting your students in a particular area, and giving them an assignment, having a discussion, sending them on a quest or whatever, that would be their learning experience. You would be supplying the mission. Marian Thacher OTAN The Technology and Literacy Discussion List on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: >To Barry from another Barry, > >I think second life has merit to it, I think it is a lot like the game >World of Warcraft, AKA WOW. A major difference I have noticed in my >minimal time on the system is that there is no set purpose for an avatar >to continue, as an example, in WOW after you decide who you will be, >what you will wear, etc you are given a mission. As opposed to Second >Life where I built my avatar and then essentially walked around, lost. > >If you were able to give your students directions to you virtually that >may work. > >Do I have this wrong? Is a player given a sense of purpose and an idea >of what they need to do to continue playing? > >Barry Burkett, >Frankfort, KY > >-----Original Message----- >From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] >On Behalf Of Bakin, Barry >Sent: Monday, August 13, 2007 6:59 PM >To: The Technology and Literacy Discussion List >Subject: [Technology 1211] Re: Prosessional Development Design >&Developmentfor the 21st Century > >I don't know if it's been mentioned in this forum or not but there's an >interesting discussion taking place at Sylvia Martinez' blog on her >experiences with using SL as an educator. It's worth looking at for >some of the issues that she raises. You can read through her original >posting as the responses at >http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li >fe/ Again, as David notes, my position is not one of saying one should >use or not use Second Life but rather what would it take to get to the >point that educators would want to invest their time to make this >technology tool practical for the students they work with. Speaking as >one who is extremely pleased to get something as basic as an email >message from a student, it would take some doing to expect my students >to be creating avatars and visiting educational sites on SL on their >own. I'm not convinced yet that my time is well-spent on encouraging >that endeavor. > >Barry Bakin >Pacoima Skills Center >Division of Adult and Career Education, >Los Angeles Unified School District > >-----Original Message----- >From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] >On Behalf Of David J. Rosen >Sent: Monday, August 13, 2007 11:31 AM >To: The Technology and Literacy Discussion List >Subject: [Technology 1210] Re: Prosessional Development Design & >Developmentfor the 21st Century > > >Hello Mark, and others, > >Thanks for your thoughts on the use of Second Life (SL) for adult >literacy education. I hope you will share some of your group's research >on "under what conditions and for what purposes 3DVR might be more >appropriate or effective than other tools/environments for learning" and >what you see as some of the opportunities and limitations of using >Second Life. I would like to learn more about what "we need to advocate >*for* educators *to* vendors like Linden Labs, so they build in more >education-appropriate features." What features on SL do you think are >worthwhile? What other features should we be advocating for? >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to barry.burkett at franklin.kyschools.us > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070822/273224d0/attachment.html From dwelsh at wcpss.net Thu Aug 23 13:11:23 2007 From: dwelsh at wcpss.net (Danielle Welsh) Date: Thu, 23 Aug 2007 13:11:23 -0400 Subject: [Technology 1222] Danielle Welsh is out of the office. Message-ID: I will be out of the office starting Thu 08/23/2007 and will not return until Mon 08/27/2007. I will be out of the office Thursday and Friday, Aug. 23-24. I will respond to your message Monday when I return. Have a great day! -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070823/4f81771d/attachment.html From bonniesophia at sbcglobal.net Fri Aug 24 09:24:15 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Fri, 24 Aug 2007 06:24:15 -0700 (PDT) Subject: [Technology 1223] Re: Professional Development Design &Development for the 21 In-Reply-To: Message-ID: <738623.55134.qm@web83302.mail.sp1.yahoo.com> Our freshman seminar is structuring its class as "Survivor," with tribes, tribal councils, challenges, and the like. We're using a wiki for group collaboration. Would "Second Life" work for that kind of environment? Bonnie Odiorne, Ph.D. adjunct professor, director, writing center Post University, Waterbury, CT Marian Thacher wrote: Right, Barry, Second Life is like Real Life in that way - you have to figure out your own mission - no small task sometimes! But if you were meeting your students in a particular area, and giving them an assignment, having a discussion, sending them on a quest or whatever, that would be their learning experience. You would be supplying the mission. Marian Thacher OTAN The Technology and Literacy Discussion List on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: To Barry from another Barry, I think second life has merit to it, I think it is a lot like the game World of Warcraft, AKA WOW. A major difference I have noticed in my minimal time on the system is that there is no set purpose for an avatar to continue, as an example, in WOW after you decide who you will be, what you will wear, etc you are given a mission. As opposed to Second Life where I built my avatar and then essentially walked around, lost. If you were able to give your students directions to you virtually that may work. Do I have this wrong? Is a player given a sense of purpose and an idea of what they need to do to continue playing? Barry Burkett, Frankfort, KY -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Monday, August 13, 2007 6:59 PM To: The Technology and Literacy Discussion List Subject: [Technology 1211] Re: Prosessional Development Design &Developmentfor the 21st Century I don't know if it's been mentioned in this forum or not but there's an interesting discussion taking place at Sylvia Martinez' blog on her experiences with using SL as an educator. It's worth looking at for some of the issues that she raises. You can read through her original posting as the responses at http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li fe/ Again, as David notes, my position is not one of saying one should use or not use Second Life but rather what would it take to get to the point that educators would want to invest their time to make this technology tool practical for the students they work with. Speaking as one who is extremely pleased to get something as basic as an email message from a student, it would take some doing to expect my students to be creating avatars and visiting educational sites on SL on their own. I'm not convinced yet that my time is well-spent on encouraging that endeavor. Barry Bakin Pacoima Skills Center Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Monday, August 13, 2007 11:31 AM To: The Technology and Literacy Discussion List Subject: [Technology 1210] Re: Prosessional Development Design & Developmentfor the 21st Century Hello Mark, and others, Thanks for your thoughts on the use of Second Life (SL) for adult literacy education. I hope you will share some of your group's research on "under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/environments for learning" and what you see as some of the opportunities and limitations of using Second Life. I would like to learn more about what "we need to advocate *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features." What features on SL do you think are worthwhile? What other features should we be advocating for? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.burkett at franklin.kyschools.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070824/010c4edb/attachment.html From jfleischman at scoe.net Fri Aug 24 10:05:21 2007 From: jfleischman at scoe.net (John Fleischman) Date: Fri, 24 Aug 2007 07:05:21 -0700 Subject: [Technology 1224] Re: Homeland Security question In-Reply-To: References: Message-ID: Greetings, Larry and Barry. And greetings to NIFL Tech Listserv subscribers. John Fleischman here at the Sacramento County Office of Education. I believe I can shed some light on the August 10th announcement by President Bush and Homeland Security Secretary Michael Chertoff. See: . The announcement by the Administration focused on improving border security and immigration. The last item on the list, number 26, indicates, "The Department of Education will launch a free, Web-based portal to help immigrants learn English, and expand this model over time. The development of this portal is an outgrowth of a currently funded Office of Vocational and Adult Education (OVAE) project entitled Strengthening Programs Through Technology (AKA AdultEd Online), a partnership between my office and the University of Michigan. The contract was awarded to develop a number of technology resources for adult education including exploring the feasibility of building a Web portal where adult learners could find instructional materials on subjects ranging from learning English to preparing for the G.E.D. To better understand the design features a portal should have, a prototype is being built first. The prototype will contain learning materials in three areas: a beginning-level English course, a mid-level English course, and activities for improving reading, writing and life skills. The prototype should be complete on January 31, 2008. It will then undergo several months of field testing with learners. By September a refined portal should be ready to launch for use by adults anywhere in the United States. The portal begins with a focus on learning English, but the portal is expected to expand over time, with the addition of materials in areas such as civics and basic skills. Over the next couple of months we'll be sharing more information about the portal. We also look forward to getting stakeholder input as we conduct field testing during Winter-Spring of 2008. John Fleischman jfleischman at scoe.net Jerome Johnston jerej at umich.edu The Technology and Literacy Discussion List on Wednesday, August 15, 2007 at 1:35 AM -0800 wrote: >On Tuesday the Department of Homeland Security announced 25 new measures >to address ?border security? and ?immigration challenges.? I would >actually characterize many, if not most, of them as anti-immigrant. > >There is one, however, that teachers of English Language Learners, and >their students, might find helpful. It is, not surprisingly, the last >one on the list. > >The announcement stated that the ?Department of Education will launch a >free, web-based portal to help immigrants learn English ? > >The announcement gives absolutely no other details about when it will >begin, what might be included, or who in the Department of Education is >actually doing it. > >Does anyone know more? > >Larry Ferlazzo >[ http://larryferlazzo.edublogs.org/ ]http://larryferlazzo.edublogs.org/ The Technology and Literacy Discussion List on Wednesday, August 22, 2007 at 5:28 AM -0800 wrote: >I will have to learn more about the site, but I think many students will >view the help skeptically because of past experience. After September >11th, NYC asked all immigrants (legal and illegal) to register to help >the city better understand its friends vs.. enemies. Many immigrants did >so, and those illegals (Mexican, Irish, Danish, Congolese, etc.) were >shipped off over the next couple of years. > >So, what am I getting at? Some classes build progressively and want >individual student identification so that a student can leave >mid-class and pick-up where they left off. Could this individual ID hurt >the student's status: I am thinking that even if the DHS site does not >ask for personal information it can be gotten other ways, like using a "[ >mailto:jon.smith at yahoo.com ]jon.smith at yahoo.com " address to track to the >user's more personal information of locale. > >Barry Burkett, >Frankfort, KY The Technology and Literacy Discussion List on Wednesday, August 22, 2007 at 4:48 PM -0800 wrote: >Barry makes an excellent point. I think the public statement said it >would be run through the Education Department, but that doesn't mean they >wouldn't share information. > >I still haven't found anyone who knows anything more about it than what >was said on the release. > >Larry Ferlazzo > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070824/9676e423/attachment.html From mthacher at otan.us Fri Aug 24 12:18:24 2007 From: mthacher at otan.us (Marian Thacher) Date: Fri, 24 Aug 2007 09:18:24 -0700 Subject: [Technology 1225] Second Life for Survivor class In-Reply-To: <738623.55134.qm@web83302.mail.sp1.yahoo.com> References: <738623.55134.qm@web83302.mail.sp1.yahoo.com> Message-ID: My 2 cents - it would be really fun for students who are already online gamers or used to an avatar environment, and pretty hard for those who are new to it. But I haven't tried it with learners. Has anyone? Also, I guess you would have to hook up with an organization that has land so you would have a place to meet. Not hard, but takes some looking around. How would others handle this? You definitely don't want to build your own environment! Marian Thacher OTAN www.otan.us The Technology and Literacy Discussion List on Friday, August 24, 2007 at 6:24 AM -0800 wrote: >Our freshman seminar is structuring its class as "Survivor," with tribes, >tribal councils, challenges, and the like. We're using a wiki for group >collaboration. Would "Second Life" work for that kind of environment? >Bonnie Odiorne, Ph.D. adjunct professor, director, writing center >Post University, Waterbury, CT > >Marian Thacher wrote: > > >Right, Barry, Second Life is like Real Life in that way - you have to >figure out your own mission - no small task sometimes! > >But if you were meeting your students in a particular area, and giving >them an assignment, having a discussion, sending them on a quest or >whatever, that would be their learning experience. You would be supplying >the mission. > >Marian Thacher >OTAN > >The Technology and Literacy Discussion List <[ mailto:technology at nifl.gov >]technology at nifl.gov> on Wednesday, August 22, 2007 at 5:18 AM -0800 >wrote: >To Barry from another Barry, > >I think second life has merit to it, I think it is a lot like the game >World of Warcraft, AKA WOW. A major difference I have noticed in my >minimal time on the system is that there is no set purpose for an avatar >to continue, as an example, in WOW after you decide who you will be, >what you will wear, etc you are given a mission. As opposed to Second >Life where I built my avatar and then essentially walked around, lost. > >If you were able to give your students directions to you virtually that >may work. > >Do I have this wrong? Is a player given a sense of purpose and an idea >of what they need to do to continue playing? > >Barry Burkett, >Frankfort, KY > >-----Original Message----- >From: [ mailto:technology-bounces at nifl.gov >]technology-bounces at nifl.gov [[ mailto:technology-bounces at nifl.gov >]mailto:technology-bounces at nifl.gov] >On Behalf Of Bakin, Barry >Sent: Monday, August 13, 2007 6:59 PM >To: The Technology and Literacy Discussion List >Subject: [Technology 1211] Re: Prosessional Development Design >&Developmentfor the 21st Century > >I don't know if it's been mentioned in this forum or not but there's an >interesting discussion taking place at Sylvia Martinez' blog on her >experiences with using SL as an educator. It's worth looking at for >some of the issues that she raises. You can read through her original >posting as the responses at >[ >http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li >]http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li >fe/ Again, as David notes, my position is not one of saying one should >use or not use Second Life but rather what would it take to get to the >point that educators would want to invest their time to make this >technology tool practical for the students they work with. Speaking as >one who is extremely pleased to get something as basic as an email >message from a student, it would take some doing to expect my students >to be creating avatars and visiting educational sites on SL on their >own. I'm not convinced yet that my time is well-spent on encouraging >that endeavor. > >Barry Bakin >Pacoima Skills Center >Division of Adult and Career Education, >Los Angeles Unified School District > >-----Original Message----- >From: [ mailto:technology-bounces at nifl.gov >]technology-bounces at nifl.gov [[ mailto:technology-bounces at nifl.gov >]mailto:technology-bounces at nifl.gov] >On Behalf Of David J. Rosen >Sent: Monday, August 13, 2007 11:31 AM >To: The Technology and Literacy Discussion List >Subject: [Technology 1210] Re: Prosessional Development Design & >Developmentfor the 21st Century > > >Hello Mark, and others, > >Thanks for your thoughts on the use of Second Life (SL) for adult >literacy education. I hope you will share some of your group's research >on "under what conditions and for what purposes 3DVR might be more >appropriate or effective than other tools/environments for learning" and >what you see as some of the opportunities and limitations of using >Second Life. I would like to learn more about what "we need to advocate >*for* educators *to* vendors like Linden Labs, so they build in more >education-appropriate features." What features on SL do you think are >worthwhile? What other features should we be advocating for? >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >[ mailto:Technology at nifl.gov ]Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >[ http://www.nifl.gov/mailman/listinfo/technology >]http://www.nifl.gov/mailman/listinfo/technology >Email delivered to [ mailto:barry.burkett at franklin.kyschools.us >]barry.burkett at franklin.kyschools.us > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >[ mailto:Technology at nifl.gov ]Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to [ >http://www.nifl.gov/mailman/listinfo/technology >]http://www.nifl.gov/mailman/listinfo/technology >Email delivered to [ mailto:mthacher at otan.us ]mthacher at otan.us > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to bonniesophia at sbcglobal.net > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070824/cc56be8b/attachment.html From djrosen at comcast.net Sat Aug 25 18:07:48 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 25 Aug 2007 18:07:48 -0400 Subject: [Technology 1226] Re: Second Life for Survivor class In-Reply-To: References: <738623.55134.qm@web83302.mail.sp1.yahoo.com> Message-ID: <50AC5E36-3572-42B9-96DA-1D9692963311@comcast.net> Hi Bonnie, I agree with Marian. However, you could ask your students (Freshmen in college, right?) how many have been on Second Life (SL), and if they could suggest good islands/centers where this activity could take place -- and also ask them to explain the advantages of their choices. I'd be curious to know what they say. It would also be important to find out is if there were a synchronous time each week that everyone could go there. If not, everything would need to be asynchronous, or perhaps split into two or three synchronous times a week. If any of your students are really excited about (and comfortable with) SL, they might sign up to lead the synchronous sessions or to be mentors for other students who are less comfortable or familiar with SL. I haven't yet found a really good, free newbies guide to SL. If someone knows of one, please e-mail me the URL or post it to this list for others who might be interested. David David J. Rosen djrosen at comcast.net On Aug 24, 2007, at 12:18 PM, Marian Thacher wrote: > My 2 cents - it would be really fun for students who are already > online gamers or used to an avatar environment, and pretty hard for > those who are new to it. But I haven't tried it with learners. Has > anyone? > > Also, I guess you would have to hook up with an organization that > has land so you would have a place to meet. Not hard, but takes > some looking around. How would others handle this? You definitely > don't want to build your own environment! > > Marian Thacher > OTAN > www.otan.us > > The Technology and Literacy Discussion List > on Friday, August 24, 2007 at 6:24 AM -0800 wrote: > Our freshman seminar is structuring its class as "Survivor," with > tribes, tribal councils, challenges, and the like. We're using a > wiki for group collaboration. Would "Second Life" work for that > kind of environment? > Bonnie Odiorne, Ph.D. adjunct professor, director, writing center > Post University, Waterbury, CT > > Marian Thacher wrote: > > > Right, Barry, Second Life is like Real Life in that way - you have > to figure out your own mission - no small task sometimes! > > But if you were meeting your students in a particular area, and > giving them an assignment, having a discussion, sending them on a > quest or whatever, that would be their learning experience. You > would be supplying the mission. > > Marian Thacher > OTAN > > The Technology and Literacy Discussion List > on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: > To Barry from another Barry, > > I think second life has merit to it, I think it is a lot like the game > World of Warcraft, AKA WOW. A major difference I have noticed in my > minimal time on the system is that there is no set purpose for an > avatar > to continue, as an example, in WOW after you decide who you will be, > what you will wear, etc you are given a mission. As opposed to Second > Life where I built my avatar and then essentially walked around, lost. > > If you were able to give your students directions to you virtually > that > may work. > > Do I have this wrong? Is a player given a sense of purpose and an > idea > of what they need to do to continue playing? > > Barry Burkett, > Frankfort, KY > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Bakin, Barry > Sent: Monday, August 13, 2007 6:59 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1211] Re: Prosessional Development Design > &Developmentfor the 21st Century > > I don't know if it's been mentioned in this forum or not but > there's an > interesting discussion taking place at Sylvia Martinez' blog on her > experiences with using SL as an educator. It's worth looking at for > some of the issues that she raises. You can read through her original > posting as the responses at > http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on- > second-li > fe/ Again, as David notes, my position is not one of saying one > should > use or not use Second Life but rather what would it take to get to the > point that educators would want to invest their time to make this > technology tool practical for the students they work with. > Speaking as > one who is extremely pleased to get something as basic as an email > message from a student, it would take some doing to expect my students > to be creating avatars and visiting educational sites on SL on their > own. I'm not convinced yet that my time is well-spent on encouraging > that endeavor. > > Barry Bakin > Pacoima Skills Center > Division of Adult and Career Education, > Los Angeles Unified School District > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of David J. Rosen > Sent: Monday, August 13, 2007 11:31 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1210] Re: Prosessional Development Design & > Developmentfor the 21st Century > > > Hello Mark, and others, > > Thanks for your thoughts on the use of Second Life (SL) for adult > literacy education. I hope you will share some of your group's > research > on "under what conditions and for what purposes 3DVR might be more > appropriate or effective than other tools/environments for > learning" and > what you see as some of the opportunities and limitations of using > Second Life. I would like to learn more about what "we need to > advocate > *for* educators *to* vendors like Linden Labs, so they build in more > education-appropriate features." What features on SL do you think are > worthwhile? What other features should we be advocating for? > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to barry.burkett at franklin.kyschools.us > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to bonniesophia at sbcglobal.net > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net From dlmsmith at sbcglobal.net Sat Aug 25 16:05:54 2007 From: dlmsmith at sbcglobal.net (Debra Smith) Date: Sat, 25 Aug 2007 15:05:54 -0500 Subject: [Technology 1227] Re: Homeland Security question In-Reply-To: References: Message-ID: Everytime I hear about this issue, I wonder if the existence of these free electronic resources will lead to huge reductions in government funding for the face-to-face adult education programs currently provided by the states. With that possibility in mind, I'm also concerned about potential students' lack of computers and Internet access, not to mention the relative benefits of learning exclusively online versus learning in a classroom with colleagues and teachers. But if this new resource will be an addition to our current resources rather than a replacement for all or part of what we're doing now, I'm all for it. Debra Morris Smith On 8/24/07, John Fleischman wrote: > > Greetings, Larry and Barry. And greetings to NIFL Tech Listserv > subscribers. John Fleischman here at the Sacramento County Office of > Education. > > I believe I can shed some light on the August 10th announcement by > President Bush and Homeland Security Secretary Michael Chertoff. See: < > http://www.whitehouse.gov/news/releases/2007/08/20070810.html>. > > The announcement by the Administration focused on improving border > security and immigration. The last item on the list, number 26, indicates, > "The Department of Education will launch a free, Web-based portal to help > immigrants learn English, and expand this model over time. > > The development of this portal is an outgrowth of a currently funded > Office of Vocational and Adult Education (OVAE) project entitled > Strengthening Programs Through Technology (AKA AdultEd Online), a > partnership between my office and the University of Michigan. The contract > was awarded to develop a number of technology resources for adult education > including exploring the feasibility of building a Web portal where adult > learners could find instructional materials on subjects ranging from > learning English to preparing for the G.E.D. To better understand the > design features a portal should have, a prototype is being built first. The > prototype will contain learning materials in three areas: a beginning-level > English course, a mid-level English course, and activities for improving > reading, writing and life skills. > > The prototype should be complete on January 31, 2008. It will then > undergo several months of field testing with learners. By September a > refined portal should be ready to launch for use by adults anywhere in the > United States. The portal begins with a focus on learning English, but the > portal is expected to expand over time, with the addition of materials in > areas such as civics and basic skills. > > Over the next couple of months we'll be sharing more information about the > portal. We also look forward to getting stakeholder input as we conduct > field testing during Winter-Spring of 2008. > > John Fleischman > jfleischman at scoe.net > > Jerome Johnston > jerej at umich.edu > > > *The Technology and Literacy Discussion List on > Wednesday, August 15, 2007 at 1:35 AM -0800 wrote: > *On Tuesday the Department of Homeland Security announced 25 new measures > to address "border security" and "immigration challenges." I would actually > characterize many, if not most, of them as anti-immigrant. > > There is one, however, that teachers of English Language Learners, and > their students, *might* find helpful. It is, not surprisingly, the last > one on the list. > > The announcement stated that the "Department of Education will launch a > free, web-based portal to help immigrants learn English?" > > The announcement gives absolutely no other details about when it will > begin, what might be included, or who in the Department of Education is > actually doing it. > > Does anyone know more? > > Larry Ferlazzo > http://larryferlazzo.edublogs.org/ > > *The Technology and Literacy Discussion List on > Wednesday, August 22, 2007 at 5:28 AM -0800 wrote: > *I will have to learn more about the site, but I think many students will > view the help skeptically because of past experience. After September 11th, > NYC asked all immigrants (legal and illegal) to register to help the city > better understand its friends vs.. enemies. Many immigrants did so, and > those illegals (Mexican, Irish, Danish, Congolese, etc.) were shipped off > over the next couple of years. > > So, what am I getting at? Some classes build progressively and want > individual student identification so that a student can leave mid-class and > pick-up where they left off. Could this individual ID hurt the student's > status: I am thinking that even if the DHS site does not ask for personal > information it can be gotten other ways, like using a "jon.smith at yahoo.com" address to track to the user's more personal information of locale. > > Barry Burkett, > Frankfort, KY > > *The Technology and Literacy Discussion List on > Wednesday, August 22, 2007 at 4:48 PM -0800 wrote: > *Barry makes an excellent point. I think the public statement said it > would be run through the Education Department, but that doesn't mean they > wouldn't share information. > > I still haven't found anyone who knows anything more about it than what > was said on the release. > > Larry Ferlazzo > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to dlmsmith at sbcglobal.net > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070825/8678edc6/attachment.html From LaFerlazzo at aol.com Sat Aug 25 15:44:49 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Sat, 25 Aug 2007 15:44:49 EDT Subject: [Technology 1228] Re: Homeland Security question Message-ID: Thanks, John, for the information. It definitely sounds promising with SCOE involved. It is a little ironical that I send out the question nationally, and then learn the answer is down the street here in Sacramento. I'm obviously aware of what's going on in my own community! Larry Ferlazzo _http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) ************************************** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070825/19cc8a43/attachment.html From bjteach at ameritech.net Sun Aug 26 22:13:17 2007 From: bjteach at ameritech.net (Barbara Sabaj) Date: Sun, 26 Aug 2007 21:13:17 -0500 Subject: [Technology 1229] Re: Professional Development Design &Developmentfor the 21st Century In-Reply-To: <692047.75136.qm@web83303.mail.sp1.yahoo.com> Message-ID: <20070827021311.E50A011B1C@mail.nifl.gov> I tried to use Wikis, but I found the information can be false and it is difficult for students to understand that something the teacher is asking them to do is not correct. This is especially true with ESOL learners. Also, the Wiki I set up was found by some one who put pornographic materials on it. I deleted the page and the information and stopped using it. Barbara Sabaj bjteach at ameritech.net barb.sabaj at d214.org 847-392-9894 _____ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bonnie Odiorne Sent: Thursday, August 23, 2007 7:34 AM To: The Technology and Literacy Discussion List Subject: [Technology 1218] Re: Professional Development Design &Developmentfor the 21st Century Our freshman seminar college success classes which will transition into career success classes will use Wikis for group work and communication for projects and assignments. I'll report back. Has anyone tried this? And, not incidentally, they'll see how easy it is to change a wiki article and be a bit more skeptical of Wikipedia which, for all its merits, is not a reliable research source, though it can be a starting point. Bonnie Odiorne, Ph.D. Adjunct Professor, Director Writing Center Post University, Waterbury, CT "Burkett, Barry" wrote: To Barry from another Barry, I think second life has merit to it, I think it is a lot like the game World of Warcraft, AKA WOW. A major difference I have noticed in my minimal time on the system is that there is no set purpose for an avatar to continue, as an example, in WOW after you decide who you will be, what you will wear, etc you are given a mission. As opposed to Second Life where I built my avatar and then essentially walked around, lost. If you were able to give your students directions to you virtually that may work. Do I have this wrong? Is a player given a sense of purpose and an idea of what they need to do to continue playing? Barry Burkett, Frankfort, KY -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Monday, August 13, 2007 6:59 PM To: The Technology and Literacy Discussion List Subject: [Technology 1211] Re: Prosessional Development Design &Developmentfor the 21st Century I don't know if it's been mentioned in this forum or not but there's an interesting discussion taking place at Sylvia Martinez' blog on her experiences with using SL as an educator. It's worth looking at for some of the issues that she raises. You can read through her original posting as the responses at http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li fe/ Again, as David notes, my position is not one of saying one should use or not use Second Life but rather what would it take to get to the point that educators would want to invest their time to make this technology tool practical for the students they work with. Speaking as one who is extremely pleased to get something as basic as an email message from a student, it would take some doing to expect my students to be creating avatars and visiting educational sites on SL on their own. I'm not convinced yet that my time is well-spent on encouraging that endeavor. Barry Bakin Pacoima Skills Center Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Monday, August 13, 2007 11:31 AM To: The Technology and Literacy Discussion List Subject: [Technology 1210] Re: Prosessional Development Design & Developmentfor the 21st Century Hello Mark, and others, Thanks for your thoughts on the use of Second Life (SL) for adult literacy education. I hope you will share some of your group's research on "under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/environments for learning" and what you see as some of the opportunities and limitations of using Second Life. I would like to learn more about what "we need to advocate *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features." What features on SL do you think are worthwhile? What other features should we be advocating for? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.burkett at franklin.kyschools.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070826/efde9627/attachment.html From bonniesophia at sbcglobal.net Sat Aug 25 21:10:52 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Sat, 25 Aug 2007 18:10:52 -0700 (PDT) Subject: [Technology 1230] Re: Second Life for Survivor class In-Reply-To: <50AC5E36-3572-42B9-96DA-1D9692963311@comcast.net> Message-ID: <537941.43583.qm@web83302.mail.sp1.yahoo.com> Good suggestions, all, David. I wish I'd gotten them before I'd realized what would be in the training. I fear that we all have so much to internalize that changes at this late date would be a little more than we can handle. (Classes start 4 Sept. But for next year: yes. I don't believe our wiki will be synchronous; getting freshmen to even sign up for university e-mail, let along be synchronous about anything, would be a challenge-- and thus suitable for Survivor, yes? I'll keep you posted. Bonnie Hi Bonnie, I agree with Marian. However, you could ask your students (Freshmen in college, right?) how many have been on Second Life (SL), and if they could suggest good islands/centers where this activity could take place -- and also ask them to explain the advantages of their choices. I'd be curious to know what they say. It would also be important to find out is if there were a synchronous time each week that everyone could go there. If not, everything would need to be asynchronous, or perhaps split into two or three synchronous times a week. If any of your students are really excited about (and comfortable with) SL, they might sign up to lead the synchronous sessions or to be mentors for other students who are less comfortable or familiar with SL. I haven't yet found a really good, free newbies guide to SL. If someone knows of one, please e-mail me the URL or post it to this list for others who might be interested. David David J. Rosen djrosen at comcast.net On Aug 24, 2007, at 12:18 PM, Marian Thacher wrote: > My 2 cents - it would be really fun for students who are already > online gamers or used to an avatar environment, and pretty hard for > those who are new to it. But I haven't tried it with learners. Has > anyone? > > Also, I guess you would have to hook up with an organization that > has land so you would have a place to meet. Not hard, but takes > some looking around. How would others handle this? You definitely > don't want to build your own environment! > > Marian Thacher > OTAN > www.otan.us > > The Technology and Literacy Discussion List > on Friday, August 24, 2007 at 6:24 AM -0800 wrote: > Our freshman seminar is structuring its class as "Survivor," with > tribes, tribal councils, challenges, and the like. We're using a > wiki for group collaboration. Would "Second Life" work for that > kind of environment? > Bonnie Odiorne, Ph.D. adjunct professor, director, writing center > Post University, Waterbury, CT > > Marian Thacher wrote: > > > Right, Barry, Second Life is like Real Life in that way - you have > to figure out your own mission - no small task sometimes! > > But if you were meeting your students in a particular area, and > giving them an assignment, having a discussion, sending them on a > quest or whatever, that would be their learning experience. You > would be supplying the mission. > > Marian Thacher > OTAN > > The Technology and Literacy Discussion List > on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: > To Barry from another Barry, > > I think second life has merit to it, I think it is a lot like the game > World of Warcraft, AKA WOW. A major difference I have noticed in my > minimal time on the system is that there is no set purpose for an > avatar > to continue, as an example, in WOW after you decide who you will be, > what you will wear, etc you are given a mission. As opposed to Second > Life where I built my avatar and then essentially walked around, lost. > > If you were able to give your students directions to you virtually > that > may work. > > Do I have this wrong? Is a player given a sense of purpose and an > idea > of what they need to do to continue playing? > > Barry Burkett, > Frankfort, KY > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Bakin, Barry > Sent: Monday, August 13, 2007 6:59 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1211] Re: Prosessional Development Design > &Developmentfor the 21st Century > > I don't know if it's been mentioned in this forum or not but > there's an > interesting discussion taking place at Sylvia Martinez' blog on her > experiences with using SL as an educator. It's worth looking at for > some of the issues that she raises. You can read through her original > posting as the responses at > http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on- > second-li > fe/ Again, as David notes, my position is not one of saying one > should > use or not use Second Life but rather what would it take to get to the > point that educators would want to invest their time to make this > technology tool practical for the students they work with. > Speaking as > one who is extremely pleased to get something as basic as an email > message from a student, it would take some doing to expect my students > to be creating avatars and visiting educational sites on SL on their > own. I'm not convinced yet that my time is well-spent on encouraging > that endeavor. > > Barry Bakin > Pacoima Skills Center > Division of Adult and Career Education, > Los Angeles Unified School District > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of David J. Rosen > Sent: Monday, August 13, 2007 11:31 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1210] Re: Prosessional Development Design & > Developmentfor the 21st Century > > > Hello Mark, and others, > > Thanks for your thoughts on the use of Second Life (SL) for adult > literacy education. I hope you will share some of your group's > research > on "under what conditions and for what purposes 3DVR might be more > appropriate or effective than other tools/environments for > learning" and > what you see as some of the opportunities and limitations of using > Second Life. I would like to learn more about what "we need to > advocate > *for* educators *to* vendors like Linden Labs, so they build in more > education-appropriate features." What features on SL do you think are > worthwhile? What other features should we be advocating for? > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to barry.burkett at franklin.kyschools.us > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to bonniesophia at sbcglobal.net > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070825/3ae95ce4/attachment.html From cryan5 at student.gsu.edu Sun Aug 26 02:49:26 2007 From: cryan5 at student.gsu.edu (Christina L. Ramey) Date: Sun, 26 Aug 2007 02:49:26 -0400 Subject: [Technology 1231] Re: Professional Development Design &Development for the 21 Message-ID: <1188110966.ece0634cryan5@student.gsu.edu> Hello, Bonnie I am intrigued by the seminar class being structured as "Survivor". I wonder if this would be a great opportunity to provide our freshman nursing students with the added peer support they need to be successful. How is this structured for your seminar? (informational, team building, support etc.) What was the purpose for developing this structure? Christina Ramey -----Original Message----- From: Bonnie Odiorne To: The Technology and Literacy Discussion List Date: Fri, 24 Aug 2007 06:24:15 -0700 (PDT) Subject: [Technology 1223] Re: Professional Development Design &Development for the 21 Our freshman seminar is structuring its class as "Survivor," with tribes, tribal councils, challenges, and the like. We're using a wiki for group collaboration. Would "Second Life" work for that kind of environment? Bonnie Odiorne, Ph.D. adjunct professor, director, writing center Post University, Waterbury, CT Marian Thacher wrote: Right, Barry, Second Life is like Real Life in that way - you have to figure out your own mission - no small task sometimes! But if you were meeting your students in a particular area, and giving them an assignment, having a discussion, sending them on a quest or whatever, that would be their learning experience. You would be supplying the mission. Marian Thacher OTAN The Technology and Literacy Discussion List on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: To Barry from another Barry, I think second life has merit to it, I think it is a lot like the game World of Warcraft, AKA WOW. A major difference I have noticed in my minimal time on the system is that there is no set purpose for an avatar to continue, as an example, in WOW after you decide who you will be, what you will wear, etc you are given a mission. As opposed to Second Life where I built my avatar and then essentially walked around, lost. If you were able to give your students directions to you virtually that may work. Do I have this wrong? Is a player given a sense of purpose and an idea of what they need to do to continue playing? Barry Burkett, Frankfort, KY -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Monday, August 13, 2007 6:59 PM To: The Technology and Literacy Discussion List Subject: [Technology 1211] Re: Prosessional Development Design &Developmentfor the 21st Century I don't know if it's been mentioned in this forum or not but there's an interesting discussion taking place at Sylvia Martinez' blog on her experiences with using SL as an educator. It's worth looking at for some of the issues that she raises. You can read through her original posting as the responses at http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li fe/ Again, as David notes, my position is not one of saying one should use or not use Second Life but rather what would it take to get to the point that educators would want to invest their time to make this technology tool practical for the students they work with. Speaking as one who is extremely pleased to get something as basic as an email message from a student, it would take some doing to expect my students to be creating avatars and visiting educational sites on SL on their own. I'm not convinced yet that my time is well-spent on encouraging that endeavor. Barry Bakin Pacoima Skills Center Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Monday, August 13, 2007 11:31 AM To: The Technology and Literacy Discussion List Subject: [Technology 1210] Re: Prosessional Development Design & Developmentfor the 21st Century Hello Mark, and others, Thanks for your thoughts on the use of Second Life (SL) for adult literacy education. I hope you will share some of your group's research on "under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/environments for learning" and what you see as some of the opportunities and limitations of using Second Life. I would like to learn more about what "we need to advocate *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features." What features on SL do you think are worthwhile? What other features should we be advocating for? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.burkett at franklin.kyschools.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net Christina Ramey RN, MSN Student, PhD in Nursing From djrosen at comcast.net Sun Aug 26 08:39:36 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sun, 26 Aug 2007 08:39:36 -0400 Subject: [Technology 1232] U.S. Internet and Broadband Access Report Message-ID: <67477FD5-4D2E-46B3-BD20-4735E31BE62C@comcast.net> Colleagues, Here's a summary of findings from the June 2007 PEW/INTERNET & AMERICAN LIFE PROJECT Home Broadband Adoption Report http:// www.pewinternet.org/ ==================================================================== Summary of Findings ? 47% of all adult Americans have a broadband connection at home as of early 2007, a five percentage point increase from early 2006. ? Among individuals who use the internet at home, 70% have a broadband connection while 23% use dial-up. ? Home broadband adoption in rural areas, now 31%, continues to lag high speed adoption in urban centers and suburbs. o Internet usage in rural areas also trails the national average; 60% of rural adults use the internet from any location, compared with the national average of 71%. ? 40% of African Americans now have a broadband connection at home, a nine percentage point increase from early 2006. o Since 2005, the percentage of African American adults with a home broadband connection has nearly tripled, from 14% in early 2005 to 40% in early 2007. These findings come from a survey of 2,200 adult Americans conducted in February and March of 2007. ====================================================================== Those of you who work with students, have you surveyed your classes recently to see: ? if your students have the Internet at home? (yes/no) ? If so, if they have broadband access? (yes/no) ? if so, if the student her/himself uses the Internet? (yes/no) ? If so, how frequently? (several times a day, at least daily, several times a week, at least once a week, once in a while) If not, consider developing a very short class survey with these simple questions. If you do, please let us -- and your students -- know what you find. If you can, tell us what kind and level of class; if urban, suburban, rural small town, or very rural ; ethnicity and color ("race") of your students, and if you know, their income level(s). Are your adult literacy education students keeping pace with home Internet access at the same rate as the country as a whole, and if not, how big is the digital divide? If someone knows of a current study that answers this question, specifically about low-literate adults, please let us know. You might want to take a look at the PEW/INTERNET August 1st report, Closing the Broadband Divide, which begins "Why It Will Be Hard to Close the Broadband Divide" . It reminds us that in broadband adoption ratings worldwide the U.S. has dropped from 4th in 2001 to 15th in 2006, and points out that the 29% of Americans who do not use the Internet are disproportionately old and poor. It argues, however, that it is not just a question of age and money, that non- internet users also do not have positive attitudes about information technology. (Now there's a variable we, as educators, might be able to do something about! ) The report ends with: "To reach the underserved, policymakers might consider more aggressive and targeted outreach efforts that educate hard-to-reach populations about the benefits of online connectivity. " http://www.pewinternet.org/PPF/r/220/report_display.asp David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070826/e1fa0424/attachment.html From jfleischman at scoe.net Sat Aug 25 21:21:28 2007 From: jfleischman at scoe.net (John Fleischman) Date: Sat, 25 Aug 2007 18:21:28 -0700 Subject: [Technology 1233] Re: Homeland Security question In-Reply-To: References: < > Message-ID: By most estimates, we're reaching less than 10% of the adults that need to improve their literacy skills. With the rapid advancement of the Internet and broadband connectivity, it may be possible to reach some of those adults who are unwilling or unable to participate in face-to-face adult education programs provided by public and not-for-profit entities. Yes, the potential students' lack of computers and Internet access may be problem, but it may not be as great as you think. Our initial research is showing significant shifts in both access to computers and connectivity. Is there reason to think that adults in need of literacy and English language services would engage in independent learning? The Longitudinal Study of Adult Learners (LSAL) provides strong evidence that as many as 65% of adults needing additional services engage in some form of self-study (Reder & Strawn, 2006). While the LSAL does not specifically address Web-based resources, a portal with a variety of content and appropriate support structures should appeal to adults who have easy access to the Web and are comfortable interacting with Web-based materials. A comprehensive online resource could also serve as mechanism to increase intensity of instruction in conjunction with traditional delivery systems. If designed appropriately, the online resource could serve independent learners as well as those "connected" to a tutor or teacher. The plan is to have this new resource as an addition, not a replacement for our current system. John Fleischman The Technology and Literacy Discussion List on Saturday, August 25, 2007 at 1:05 PM -0800 wrote: >Everytime I hear about this issue, I wonder if the existence of these >free electronic resources will lead to huge reductions in government >funding for the face-to-face adult education programs currently provided >by the states. With that possibility in mind, I'm also concerned about >potential students' lack of computers and Internet access, not to mention >the relative benefits of learning exclusively online versus learning in a >classroom with colleagues and teachers. But if this new resource will be >an addition to our current resources rather than a replacement for all or >part of what we're doing now, I'm all for it. >Debra Morris Smith > > >On 8/24/07, John Fleischman <[ mailto:jfleischman at scoe.net >]jfleischman at scoe.net> wrote: > > >Greetings, Larry and Barry. And greetings to NIFL Tech Listserv >subscribers. John Fleischman here at the Sacramento County Office of >Education. > >I believe I can shed some light on the August 10th announcement by >President Bush and Homeland Security Secretary Michael Chertoff. See: <[ >http://www.whitehouse.gov/news/releases/2007/08/20070810.html ] >http://www.whitehouse.gov/news/releases/2007/08/20070810.html>. > >The announcement by the Administration focused on improving border >security and immigration. The last item on the list, number 26, >indicates, "The Department of Education will launch a free, Web-based >portal to help immigrants learn English, and expand this model over time. > >The development of this portal is an outgrowth of a currently funded >Office of Vocational and Adult Education (OVAE) project entitled >Strengthening Programs Through Technology (AKA AdultEd Online), a >partnership between my office and the University of Michigan. The >contract was awarded to develop a number of technology resources for >adult education including exploring the feasibility of building a Web >portal where adult learners could find instructional materials on >subjects ranging from learning English to preparing for the G.E.D. To >better understand the design features a portal should have, a prototype >is being built first. The prototype will contain learning materials in >three areas: a beginning-level English course, a mid-level English >course, and activities for improving reading, writing and life skills. > >The prototype should be complete on January 31, 2008. It will then >undergo several months of field testing with learners. By September a >refined portal should be ready to launch for use by adults anywhere in >the United States. The portal begins with a focus on learning English, >but the portal is expected to expand over time, with the addition of >materials in areas such as civics and basic skills. > >Over the next couple of months we'll be sharing more information about >the portal. We also look forward to getting stakeholder input as we >conduct field testing during Winter-Spring of 2008. > >John Fleischman >[ mailto:jfleischman at scoe.net ]jfleischman at scoe.net > >Jerome Johnston >[ mailto:jerej at umich.edu ] jerej at umich.edu > > >The Technology and Literacy Discussion List <[ mailto:technology at nifl.gov >] technology at nifl.gov> on Wednesday, August 15, 2007 at 1:35 AM -0800 >wrote: > On Tuesday the Department of Homeland Security announced 25 new measures >to address "border security" and "immigration challenges." I would >actually characterize many, if not most, of them as anti-immigrant. > >There is one, however, that teachers of English Language Learners, and >their students, might find helpful. It is, not surprisingly, the last >one on the list. > >The announcement stated that the "Department of Education will launch a >free, web-based portal to help immigrants learn English " > >The announcement gives absolutely no other details about when it will >begin, what might be included, or who in the Department of Education is >actually doing it. > >Does anyone know more? > >Larry Ferlazzo > [ http://larryferlazzo.edublogs.org/ ] http://larryferlazzo.edublogs.org/ > > The Technology and Literacy Discussion List <[ >mailto:technology at nifl.gov ]technology at nifl.gov> on Wednesday, August 22, >2007 at 5:28 AM -0800 wrote: >I will have to learn more about the site, but I think many students will >view the help skeptically because of past experience. After September >11th, NYC asked all immigrants (legal and illegal) to register to help >the city better understand its friends vs.. enemies. Many immigrants did >so, and those illegals (Mexican, Irish, Danish, Congolese, etc.) were >shipped off over the next couple of years. > >So, what am I getting at? Some classes build progressively and want >individual student identification so that a student can leave >mid-class and pick-up where they left off. Could this individual ID hurt >the student's status: I am thinking that even if the DHS site does not >ask for personal information it can be gotten other ways, like using a " >[ mailto:jon.smith at yahoo.com ] jon.smith at yahoo.com " address to track to >the user's more personal information of locale. > >Barry Burkett, >Frankfort, KY > > The Technology and Literacy Discussion List <[ >mailto:technology at nifl.gov ]technology at nifl.gov> on Wednesday, August 22, >2007 at 4:48 PM -0800 wrote: >Barry makes an excellent point. I think the public statement said it >would be run through the Education Department, but that doesn't mean they >wouldn't share information. > >I still haven't found anyone who knows anything more about it than what >was said on the release. > >Larry Ferlazzo -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070825/2afacc4d/attachment.html From mthacher at otan.us Mon Aug 27 00:37:09 2007 From: mthacher at otan.us (Marian Thacher) Date: Sun, 26 Aug 2007 21:37:09 -0700 Subject: [Technology 1234] Re: Second Life for Survivor class In-Reply-To: <50AC5E36-3572-42B9-96DA-1D9692963311@comcast.net> References: <50AC5E36-3572-42B9-96DA-1D9692963311@comcast.net> Message-ID: My experience is that you wouldn't want to have your students go to Second Life individually, asynchronously. It's much better to be with at least one or two other people from your class or group, who have the same goals as you, at least initially. You can help each other move around, find things, make things work (like teleporting, voice chat, or gestures). If you are wandering around on your own, it can be very interesting, but also strange things can happen that you might not want to spend time explaining in class. Not everyone in SL is there for education. Marian Thacher OTAN www.otan.us The Technology and Literacy Discussion List on Saturday, August 25, 2007 at 3:07 PM -0800 wrote: >Hi Bonnie, > >I agree with Marian. However, you could ask your students (Freshmen >in college, right?) how many have been on Second Life (SL), and if >they could suggest good islands/centers where this activity could >take place -- and also ask them to explain the advantages of their >choices. I'd be curious to know what they say. > >It would also be important to find out is if there were a synchronous >time each week that everyone could go there. If not, everything >would need to be asynchronous, or perhaps split into two or three >synchronous times a week. If any of your students are really excited >about (and comfortable with) SL, they might sign up to lead the >synchronous sessions or to be mentors for other students who are less >comfortable or familiar with SL. > >I haven't yet found a really good, free newbies guide to SL. If >someone knows of one, please e-mail me the URL or post it to this >list for others who might be interested. > >David > >David J. Rosen >djrosen at comcast.net > > >On Aug 24, 2007, at 12:18 PM, Marian Thacher wrote: > >> My 2 cents - it would be really fun for students who are already >> online gamers or used to an avatar environment, and pretty hard for >> those who are new to it. But I haven't tried it with learners. Has >> anyone? >> >> Also, I guess you would have to hook up with an organization that >> has land so you would have a place to meet. Not hard, but takes >> some looking around. How would others handle this? You definitely >> don't want to build your own environment! >> >> Marian Thacher >> OTAN >> www.otan.us >> >> The Technology and Literacy Discussion List >> on Friday, August 24, 2007 at 6:24 AM -0800 wrote: >> Our freshman seminar is structuring its class as "Survivor," with >> tribes, tribal councils, challenges, and the like. We're using a >> wiki for group collaboration. Would "Second Life" work for that >> kind of environment? >> Bonnie Odiorne, Ph.D. adjunct professor, director, writing center >> Post University, Waterbury, CT >> >> Marian Thacher wrote: >> >> >> Right, Barry, Second Life is like Real Life in that way - you have >> to figure out your own mission - no small task sometimes! >> >> But if you were meeting your students in a particular area, and >> giving them an assignment, having a discussion, sending them on a >> quest or whatever, that would be their learning experience. You >> would be supplying the mission. >> >> Marian Thacher >> OTAN >> >> The Technology and Literacy Discussion List >> on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: >> To Barry from another Barry, >> >> I think second life has merit to it, I think it is a lot like the game >> World of Warcraft, AKA WOW. A major difference I have noticed in my >> minimal time on the system is that there is no set purpose for an >> avatar >> to continue, as an example, in WOW after you decide who you will be, >> what you will wear, etc you are given a mission. As opposed to Second >> Life where I built my avatar and then essentially walked around, lost. >> >> If you were able to give your students directions to you virtually >> that >> may work. >> >> Do I have this wrong? Is a player given a sense of purpose and an >> idea >> of what they need to do to continue playing? >> >> Barry Burkett, >> Frankfort, KY >> >> -----Original Message----- >> From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] >> On Behalf Of Bakin, Barry >> Sent: Monday, August 13, 2007 6:59 PM >> To: The Technology and Literacy Discussion List >> Subject: [Technology 1211] Re: Prosessional Development Design >> &Developmentfor the 21st Century >> >> I don't know if it's been mentioned in this forum or not but >> there's an >> interesting discussion taking place at Sylvia Martinez' blog on her >> experiences with using SL as an educator. It's worth looking at for >> some of the issues that she raises. You can read through her original >> posting as the responses at >> http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on- >> second-li >> fe/ Again, as David notes, my position is not one of saying one >> should >> use or not use Second Life but rather what would it take to get to the >> point that educators would want to invest their time to make this >> technology tool practical for the students they work with. >> Speaking as >> one who is extremely pleased to get something as basic as an email >> message from a student, it would take some doing to expect my students >> to be creating avatars and visiting educational sites on SL on their >> own. I'm not convinced yet that my time is well-spent on encouraging >> that endeavor. >> >> Barry Bakin >> Pacoima Skills Center >> Division of Adult and Career Education, >> Los Angeles Unified School District >> >> -----Original Message----- >> From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] >> On Behalf Of David J. Rosen >> Sent: Monday, August 13, 2007 11:31 AM >> To: The Technology and Literacy Discussion List >> Subject: [Technology 1210] Re: Prosessional Development Design & >> Developmentfor the 21st Century >> >> >> Hello Mark, and others, >> >> Thanks for your thoughts on the use of Second Life (SL) for adult >> literacy education. I hope you will share some of your group's >> research >> on "under what conditions and for what purposes 3DVR might be more >> appropriate or effective than other tools/environments for >> learning" and >> what you see as some of the opportunities and limitations of using >> Second Life. I would like to learn more about what "we need to >> advocate >> *for* educators *to* vendors like Linden Labs, so they build in more >> education-appropriate features." What features on SL do you think are >> worthwhile? What other features should we be advocating for? >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to barry.burkett at franklin.kyschools.us >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to mthacher at otan.us >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to bonniesophia at sbcglobal.net >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to mthacher at otan.us >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to djrosen at comcast.net > > > > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070826/7ee76b3e/attachment.html From msturm at alphaplus.ca Mon Aug 27 15:32:03 2007 From: msturm at alphaplus.ca (Matthias Sturm) Date: Mon, 27 Aug 2007 15:32:03 -0400 Subject: [Technology 1235] Re: Homeland Security question References: < > Message-ID: Hi John and Debra In Canada, we had the same questions coming into providing more online options for ABE learners starting in 2003. Over the course of the three years of the pilot project, we found out that the demographic of learners targeted and reached was quite different to the one of regular classroom-based or one-on-one literacy programs as the participating programs offered learners more flexibility in their learning options. >From a funding perspective that meant that the amount of learners to be serviced in the future for the same amount of funding is larger and more cost-effective options are needed, which in some cases online option can provide. Overall I think that by providing more flexibility to learners the quality of services has improved, also because it's more reflective of the demands in today's society re the use of learning technology. And it has helped to reach learners that were marginalized by not being able to attend regular programs in the past. Matthias Sturm ________________________________ From: technology-bounces at nifl.gov on behalf of John Fleischman Sent: Sat 25-Aug-07 9:21 PM To: The Technology and Literacy Discussion List Subject: [Technology 1233] Re: Homeland Security question By most estimates, we're reaching less than 10% of the adults that need to improve their literacy skills. With the rapid advancement of the Internet and broadband connectivity, it may be possible to reach some of those adults who are unwilling or unable to participate in face-to-face adult education programs provided by public and not-for-profit entities. Yes, the potential students' lack of computers and Internet access may be problem, but it may not be as great as you think. Our initial research is showing significant shifts in both access to computers and connectivity. Is there reason to think that adults in need of literacy and English language services would engage in independent learning? The Longitudinal Study of Adult Learners (LSAL) provides strong evidence that as many as 65% of adults needing additional services engage in some form of self-study (Reder & Strawn, 2006). While the LSAL does not specifically address Web-based resources, a portal with a variety of content and appropriate support structures should appeal to adults who have easy access to the Web and are comfortable interacting with Web-based materials. A comprehensive online resource could also serve as mechanism to increase intensity of instruction in conjunction with traditional delivery systems. If designed appropriately, the online resource could serve independent learners as well as those "connected" to a tutor or teacher. The plan is to have this new resource as an addition, not a replacement for our current system. John Fleischman The Technology and Literacy Discussion List on Saturday, August 25, 2007 at 1:05 PM -0800 wrote: Everytime I hear about this issue, I wonder if the existence of these free electronic resources will lead to huge reductions in government funding for the face-to-face adult education programs currently provided by the states. With that possibility in mind, I'm also concerned about potential students' lack of computers and Internet access, not to mention the relative benefits of learning exclusively online versus learning in a classroom with colleagues and teachers. But if this new resource will be an addition to our current resources rather than a replacement for all or part of what we're doing now, I'm all for it. Debra Morris Smith On 8/24/07, John Fleischman > wrote: Greetings, Larry and Barry. And greetings to NIFL Tech Listserv subscribers. John Fleischman here at the Sacramento County Office of Education. I believe I can shed some light on the August 10th announcement by President Bush and Homeland Security Secretary Michael Chertoff. See: < http://www.whitehouse.gov/news/releases/2007/08/20070810.html >. The announcement by the Administration focused on improving border security and immigration. The last item on the list, number 26, indicates, "The Department of Education will launch a free, Web-based portal to help immigrants learn English, and expand this model over time. The development of this portal is an outgrowth of a currently funded Office of Vocational and Adult Education (OVAE) project entitled Strengthening Programs Through Technology (AKA AdultEd Online), a partnership between my office and the University of Michigan. The contract was awarded to develop a number of technology resources for adult education including exploring the feasibility of building a Web portal where adult learners could find instructional materials on subjects ranging from learning English to preparing for the G.E.D. To better understand the design features a portal should have, a prototype is being built first. The prototype will contain learning materials in three areas: a beginning-level English course, a mid-level English course, and activities for improving reading, writing and life skills. The prototype should be complete on January 31, 2008. It will then undergo several months of field testing with learners. By September a refined portal should be ready to launch for use by adults anywhere in the United States. The portal begins with a focus on learning English, but the portal is expected to expand over time, with the addition of materials in areas such as civics and basic skills. Over the next couple of months we'll be sharing more information about the portal. We also look forward to getting stakeholder input as we conduct field testing during Winter-Spring of 2008. John Fleischman jfleischman at scoe.net Jerome Johnston jerej at umich.edu The Technology and Literacy Discussion List < technology at nifl.gov > on Wednesday, August 15, 2007 at 1:35 AM -0800 wrote: On Tuesday the Department of Homeland Security announced 25 new measures to address "border security" and "immigration challenges." I would actually characterize many, if not most, of them as anti-immigrant. There is one, however, that teachers of English Language Learners, and their students, might find helpful. It is, not surprisingly, the last one on the list. The announcement stated that the "Department of Education will launch a free, web-based portal to help immigrants learn English..." The announcement gives absolutely no other details about when it will begin, what might be included, or who in the Department of Education is actually doing it. Does anyone know more? Larry Ferlazzo http://larryferlazzo.edublogs.org/ The Technology and Literacy Discussion List > on Wednesday, August 22, 2007 at 5:28 AM -0800 wrote: I will have to learn more about the site, but I think many students will view the help skeptically because of past experience. After September 11th, NYC asked all immigrants (legal and illegal) to register to help the city better understand its friends vs.. enemies. Many immigrants did so, and those illegals (Mexican, Irish, Danish, Congolese, etc.) were shipped off over the next couple of years. So, what am I getting at? Some classes build progressively and want individual student identification so that a student can leave mid-class and pick-up where they left off. Could this individual ID hurt the student's status: I am thinking that even if the DHS site does not ask for personal information it can be gotten other ways, like using a " jon.smith at yahoo.com " address to track to the user's more personal information of locale. Barry Burkett, Frankfort, KY The Technology and Literacy Discussion List > on Wednesday, August 22, 2007 at 4:48 PM -0800 wrote: Barry makes an excellent point. I think the public statement said it would be run through the Education Department, but that doesn't mean they wouldn't share information. I still haven't found anyone who knows anything more about it than what was said on the release. Larry Ferlazzo -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 15101 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070827/4feac6be/attachment.bin From barry.bakin at lausd.net Mon Aug 27 15:55:29 2007 From: barry.bakin at lausd.net (Bakin, Barry) Date: Mon, 27 Aug 2007 12:55:29 -0700 Subject: [Technology 1236] Re: Professional Development Design&Developmentfor the 21st Century References: <20070827021311.E50A011B1C@mail.nifl.gov> Message-ID: <04E56D7139A45949A5435413801707A20C48A1@mailbe-la05.lausd.net> There are really two issues here: wikis you control and wikis you don't. I don't know how long ago you experimented and perhaps things were different in the early days of wikis, but wikis today (I use peanut butter wiki http://pbwiki.com/) give you control over who can change them by giving you a password. Only people who know the password (such as students in your class) can change the wiki. Additionally, if one of your students does introduce something inappropropriate, the wiki has easy-to-use tools to revert the page to any prior version. Pbwiki also gives you the opportunity to make the entire wiki private so only those with the password can view it. The second issue is wikis other people make. Indeed, information can be false, but worse than that, it can be manipulated for various reasons. Marian Thacher of OTAN blogged recently about Wiki Scanner, a new website which identifies changes in wiki information and who made the changes. Not surprisingly, you find a lot of corporations and politicians changing entries to put themselves in a more favorable light. What then happens, hopefully, is careful readers change the adulterated information back to the original, but of course, this might not happen right away or it might not happen at all. The question than becomes, yes, it is a flawed information source, but as educators do we teach students how to evaluate and use the information appropriately or do we avoid it all together? Part of being literate is being able to evaluate the information that one is exposed to isn't it? Would you tell students never to read the newspaper or watch TV news or do you assume they have no bias and no errors? Marian's blog is at http://marianthacher.blogspot.com/ and Wiki Scanner is at http://wikiscanner.virgil.gr/ As for teachers asking students to do things that are not correct, surely you've found errors in textbooks, materials you've created yourself, and in the ways many aspects of language are explained and practiced! We ask our students to do things that are "not correct" constantly and we keep doing it even though research might suggest that there is no value to the activity for language learning anyway? Having students read out loud in class, memorize lists of vocabulary words, and having students orally recite verb conjugations are all teaching techniques that come to mind that might fall into this category. Barry Bakin Pacoima Skills Center Division of Adult and Career Education, Los Angeles Unified School District http://tech4esl.blogspot.com/ http://mrbakinsesl.pbwiki.com/ I tried to use Wikis, but I found the information can be false and it is difficult for students to understand that something the teacher is asking them to do is not correct. This is especially true with ESOL learners. Also, the Wiki I set up was found by some one who put pornographic materials on it. I deleted the page and the information and stopped using it. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 4336 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070827/b0293012/attachment.bin From bmarceta at otan.us Mon Aug 27 13:49:17 2007 From: bmarceta at otan.us (Branka Marceta) Date: Mon, 27 Aug 2007 10:49:17 -0700 Subject: [Technology 1237] U.S. Department of Education is seeking input on technology integration Message-ID: The following was included in [ http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/LandL_August_2007.htm ]ISTE News section of [ http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/LandL_August_2007.htm ]Learning and Leading with Technology August issue. It sounds like its focus is on K12, but it's always good to include the voice of adult education when possible. If you decide to give input, please indicate at the beginning of your post that you represent adult education. The U.S. Department of Education is seeking input on technology integration and has created a Web site to capture your comments on four specific areas: 1. ways technology has improved effectiveness 2. how you?ve used educational data to make better decisions 3. the role of technology in preparing students for global competition 4. the role of federal government in supporting education technology Share your comments and suggestions at [ http://www.ed.gov/about/offices/list/os/technology/roundtable.html ]http://www.ed.gov/about/offices/list/os/technology/roundtable.html or send an e-mail to [ fcp://@fc.scoe.net,%235003003/Mailbox/edtech at ed.gov ]edtech at ed.gov ***************************************************************************** Branka Marceta OTAN, , Sacramento ***************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070827/c4d60370/attachment.html From bonniesophia at sbcglobal.net Mon Aug 27 13:11:14 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Mon, 27 Aug 2007 10:11:14 -0700 (PDT) Subject: [Technology 1238] Re: Second Life for Survivor class In-Reply-To: Message-ID: <60679.62281.qm@web83305.mail.sp1.yahoo.com> Thanks very much for the clarification and advice. Marian Thacher wrote: My experience is that you wouldn't want to have your students go to Second Life individually, asynchronously. It's much better to be with at least one or two other people from your class or group, who have the same goals as you, at least initially. You can help each other move around, find things, make things work (like teleporting, voice chat, or gestures). If you are wandering around on your own, it can be very interesting, but also strange things can happen that you might not want to spend time explaining in class. Not everyone in SL is there for education. Marian Thacher OTAN www.otan.us The Technology and Literacy Discussion List on Saturday, August 25, 2007 at 3:07 PM -0800 wrote: Hi Bonnie, I agree with Marian. However, you could ask your students (Freshmen in college, right?) how many have been on Second Life (SL), and if they could suggest good islands/centers where this activity could take place -- and also ask them to explain the advantages of their choices. I'd be curious to know what they say. It would also be important to find out is if there were a synchronous time each week that everyone could go there. If not, everything would need to be asynchronous, or perhaps split into two or three synchronous times a week. If any of your students are really excited about (and comfortable with) SL, they might sign up to lead the synchronous sessions or to be mentors for other students who are less comfortable or familiar with SL. I haven't yet found a really good, free newbies guide to SL. If someone knows of one, please e-mail me the URL or post it to this list for others who might be interested. David David J. Rosen djrosen at comcast.net On Aug 24, 2007, at 12:18 PM, Marian Thacher wrote: > My 2 cents - it would be really fun for students who are already > online gamers or used to an avatar environment, and pretty hard for > those who are new to it. But I haven't tried it with learners. Has > anyone? > > Also, I guess you would have to hook up with an organization that > has land so you would have a place to meet. Not hard, but takes > some looking around. How would others handle this? You definitely > don't want to build your own environment! > > Marian Thacher > OTAN > www.otan.us > > The Technology and Literacy Discussion List > on Friday, August 24, 2007 at 6:24 AM -0800 wrote: > Our freshman seminar is structuring its class as "Survivor," with > tribes, tribal councils, challenges, and the like. We're using a > wiki for group collaboration. Would "Second Life" work for that > kind of environment? > Bonnie Odiorne, Ph.D. adjunct professor, director, writing center > Post University, Waterbury, CT > > Marian Thacher wrote: > > > Right, Barry, Second Life is like Real Life in that way - you have > to figure out your own mission - no small task sometimes! > > But if you were meeting your students in a particular area, and > giving them an assignment, having a discussion, sending them on a > quest or whatever, that would be their learning experience. You > would be supplying the mission. > > Marian Thacher > OTAN > > The Technology and Literacy Discussion List > on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: > To Barry from another Barry, > > I think second life has merit to it, I think it is a lot like the game > World of Warcraft, AKA WOW. A major difference I have noticed in my > minimal time on the system is that there is no set purpose for an > avatar > to continue, as an example, in WOW after you decide who you will be, > what you will wear, etc you are given a mission. As opposed to Second > Life where I built my avatar and then essentially walked around, lost. > > If you were able to give your students directions to you virtually > that > may work. > > Do I have this wrong? Is a player given a sense of purpose and an > idea > of what they need to do to continue playing? > > Barry Burkett, > Frankfort, KY > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Bakin, Barry > Sent: Monday, August 13, 2007 6:59 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1211] Re: Prosessional Development Design > &Developmentfor the 21st Century > > I don't know if it's been mentioned in this forum or not but > there's an > interesting discussion taking place at Sylvia Martinez' blog on her > experiences with using SL as an educator. It's worth looking at for > some of the issues that she raises. You can read through her original > posting as the responses at > http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on- > second-li > fe/ Again, as David notes, my position is not one of saying one > should > use or not use Second Life but rather what would it take to get to the > point that educators would want to invest their time to make this > technology tool practical for the students they work with. > Speaking as > one who is extremely pleased to get something as basic as an email > message from a student, it would take some doing to expect my students > to be creating avatars and visiting educational sites on SL on their > own. I'm not convinced yet that my time is well-spent on encouraging > that endeavor. > > Barry Bakin > Pacoima Skills Center > Division of Adult and Career Education, > Los Angeles Unified School District > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of David J. Rosen > Sent: Monday, August 13, 2007 11:31 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1210] Re: Prosessional Development Design & > Developmentfor the 21st Century > > > Hello Mark, and others, > > Thanks for your thoughts on the use of Second Life (SL) for adult > literacy education. I hope you will share some of your group's > research > on "under what conditions and for what purposes 3DVR might be more > appropriate or effective than other tools/environments for > learning" and > what you see as some of the opportunities and limitations of using > Second Life. I would like to learn more about what "we need to > advocate > *for* educators *to* vendors like Linden Labs, so they build in more > education-appropriate features." What features on SL do you think are > worthwhile? What other features should we be advocating for? > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to barry.burkett at franklin.kyschools.us > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to bonniesophia at sbcglobal.net > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070827/79b50a37/attachment.html From bonniesophia at sbcglobal.net Mon Aug 27 13:20:33 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Mon, 27 Aug 2007 10:20:33 -0700 (PDT) Subject: [Technology 1239] Re: Professional Development Design &Development for the 21 In-Reply-To: <1188110966.ece0634cryan5@student.gsu.edu> Message-ID: <829229.19945.qm@web83303.mail.sp1.yahoo.com> Hi, Christina, I've not taught the course as yet, so I'll let you know. But as I gather from the planners, the intent was increased participation/completion of assignments, information literacy, team and community-building (no outcasts, and the individual's work can affect the team/tribe, but not vice-versa). The Challenges are regular class assignments designated for the "game": the winner gets "final immunity" from the final exam. I don't know how inot it we'll get: a librarian I read about in a book called something like Teachine with Popular Culture used the theme music, a Power Point w/ palm trees, and got reading rubber bracelets. You could use arm bands of bandannas? I'm not sure I'm going to like being scorekeeper when I'm just getting to know them, let alone what "tribe" they're in.... I'll keep you posted. Bonnie D "Christina L. Ramey" wrote: Hello, Bonnie I am intrigued by the seminar class being structured as "Survivor". I wonder if this would be a great opportunity to provide our freshman nursing students with the added peer support they need to be successful. How is this structured for your seminar? (informational, team building, support etc.) What was the purpose for developing this structure? Christina Ramey -----Original Message----- From: Bonnie Odiorne To: The Technology and Literacy Discussion List Date: Fri, 24 Aug 2007 06:24:15 -0700 (PDT) Subject: [Technology 1223] Re: Professional Development Design &Development for the 21 Our freshman seminar is structuring its class as "Survivor," with tribes, tribal councils, challenges, and the like. We're using a wiki for group collaboration. Would "Second Life" work for that kind of environment? Bonnie Odiorne, Ph.D. adjunct professor, director, writing center Post University, Waterbury, CT Marian Thacher wrote: Right, Barry, Second Life is like Real Life in that way - you have to figure out your own mission - no small task sometimes! But if you were meeting your students in a particular area, and giving them an assignment, having a discussion, sending them on a quest or whatever, that would be their learning experience. You would be supplying the mission. Marian Thacher OTAN The Technology and Literacy Discussion List on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: To Barry from another Barry, I think second life has merit to it, I think it is a lot like the game World of Warcraft, AKA WOW. A major difference I have noticed in my minimal time on the system is that there is no set purpose for an avatar to continue, as an example, in WOW after you decide who you will be, what you will wear, etc you are given a mission. As opposed to Second Life where I built my avatar and then essentially walked around, lost. If you were able to give your students directions to you virtually that may work. Do I have this wrong? Is a player given a sense of purpose and an idea of what they need to do to continue playing? Barry Burkett, Frankfort, KY -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Monday, August 13, 2007 6:59 PM To: The Technology and Literacy Discussion List Subject: [Technology 1211] Re: Prosessional Development Design &Developmentfor the 21st Century I don't know if it's been mentioned in this forum or not but there's an interesting discussion taking place at Sylvia Martinez' blog on her experiences with using SL as an educator. It's worth looking at for some of the issues that she raises. You can read through her original posting as the responses at http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li fe/ Again, as David notes, my position is not one of saying one should use or not use Second Life but rather what would it take to get to the point that educators would want to invest their time to make this technology tool practical for the students they work with. Speaking as one who is extremely pleased to get something as basic as an email message from a student, it would take some doing to expect my students to be creating avatars and visiting educational sites on SL on their own. I'm not convinced yet that my time is well-spent on encouraging that endeavor. Barry Bakin Pacoima Skills Center Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Monday, August 13, 2007 11:31 AM To: The Technology and Literacy Discussion List Subject: [Technology 1210] Re: Prosessional Development Design & Developmentfor the 21st Century Hello Mark, and others, Thanks for your thoughts on the use of Second Life (SL) for adult literacy education. I hope you will share some of your group's research on "under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/environments for learning" and what you see as some of the opportunities and limitations of using Second Life. I would like to learn more about what "we need to advocate *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features." What features on SL do you think are worthwhile? What other features should we be advocating for? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.burkett at franklin.kyschools.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net Christina Ramey RN, MSN Student, PhD in Nursing ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070827/42814d03/attachment.html From djrosen at comcast.net Mon Aug 27 12:13:06 2007 From: djrosen at comcast.net (David J. Rosen) Date: Mon, 27 Aug 2007 12:13:06 -0400 Subject: [Technology 1240] Re: Professional Development Design &Developmentfor the 21st Century In-Reply-To: <20070827021311.E50A011B1C@mail.nifl.gov> References: <20070827021311.E50A011B1C@mail.nifl.gov> Message-ID: Hello Barb, On Aug 26, 2007, at 10:13 PM, you wrote: > I tried to use Wikis, but I found the information can be false and > it is difficult for students to understand that something the > teacher is asking them to do is not correct. This is especially > true with ESOL learners. Also, the Wiki I set up was found by some > one who put pornographic materials on it. I deleted the page and > the information and stopped using it. You won't have those problems with the ALE Wiki. All of the information is provided by adult literacy practitioners and researchers. It is monitored daily and the occasional advertising spam is immediately removed, usually within hours. The ALE Wiki has hundreds of registered users, many of them "Wikiteers" who keep an eye on it. As for false information on wikis, I would argue that we need to help students to use wikis and other sources, to learn how to judge the quality of all information source(s). The New York Times, the Economist and the Wall Street Journal have false information, too, but much less that a supermarket tabloid. Some articles in the Wikipedia are as good as or better than any other encyclopedia (the technology articles for example) and are widely quoted by reputable authors. some are not. Readers -- including students -- need to learn how to tell the difference. The Wikipedia, the world's most famous wiki, was the subject a couple of years ago of a study by Nature, a prestigious science journal. Science and technology articles, selected at random, were judged by pairs of experts select by Nature editors. They read articles from the Wikipedia and from the Encyclopedia Britannica (with stripped out identifiers). They found that for these kinds of articles the error rate was about the same, about four errors per article, if I recall. (These were either errors of fact or misleading text.) Note that the reviewers did not evaluate the articles for style, and they did not evaluate social science articles -- the results would have been very different I am sure, if they had. What makes wikis a terrific information source for students is that every wiki article has a "history" tab where students can see all the changes made and a "discussion" tab where they can sometimes see authors arguing about the text -- about sources, quality of writing, bias, and diversity of viewpoint. Some teachers use the Wikipedia to help their students learn that quality is achieved after many drafts, and that articles often have a "point of view" or a bias, but that this can be addressed by making the point of view clear, or by providing a range of points of view. I encourage you to use the Wikipedia with your students (there is also a "simple English version http://simple.wikipedia.org/wiki/Main_Page and to engage them in discussion about how to know whether or not to truse a source. David J. Rosen djrosen at comcast.net From gradplan1 at gmail.com Mon Aug 27 16:59:21 2007 From: gradplan1 at gmail.com (Cindy J Holden) Date: Mon, 27 Aug 2007 16:59:21 -0400 Subject: [Technology 1241] Re: Second Life for Survivor class In-Reply-To: References: <738623.55134.qm@web83302.mail.sp1.yahoo.com> Message-ID: <7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com> I would like to use Second Life as a meeting space for some techie teens I am working with in a drop-out recovery program. Having gone in and experimented with the environment, I found I liked the challenge to my spatial intelligence. What I did not like was the billing notice (9.95) I got from Second Life. I thought one could explore for free and purchase real estate, etc. later. I have emailed to ask them why I would have received a bill. So far, no response. I will not use this tool with my students if they are going to be billed without their consent. On 8/24/07, Marian Thacher wrote: > > My 2 cents - it would be really fun for students who are already online > gamers or used to an avatar environment, and pretty hard for those who are > new to it. But I haven't tried it with learners. Has anyone? > > Also, I guess you would have to hook up with an organization that has land > so you would have a place to meet. Not hard, but takes some looking around. > How would others handle this? You definitely don't want to build your own > environment! > > Marian Thacher > OTAN > www.otan.us > > *The Technology and Literacy Discussion List on > Friday, August 24, 2007 at 6:24 AM -0800 wrote: > *Our freshman seminar is structuring its class as "Survivor," with tribes, > tribal councils, challenges, and the like. We're using a wiki for group > collaboration. Would "Second Life" work for that kind of environment? > Bonnie Odiorne, Ph.D. adjunct professor, director, writing center > Post University, Waterbury, CT > > *Marian Thacher * wrote: > > > Right, Barry, Second Life is like Real Life in that way - you have to > figure out your own mission - no small task sometimes! > > But if you were meeting your students in a particular area, and giving > them an assignment, having a discussion, sending them on a quest or > whatever, that would be their learning experience. You would be supplying > the mission. > > Marian Thacher > OTAN > > *The Technology and Literacy Discussion List <**technology at nifl.gov* > *> on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote:* > **To Barry from another Barry, > > I think second life has merit to it, I think it is a lot like the game > World of Warcraft, AKA WOW. A major difference I have noticed in my > minimal time on the system is that there is no set purpose for an avatar > to continue, as an example, in WOW after you decide who you will be, > what you will wear, etc you are given a mission. As opposed to Second > Life where I built my avatar and then essentially walked around, lost. > > If you were able to give your students directions to you virtually that > may work. > > Do I have this wrong? Is a player given a sense of purpose and an idea > of what they need to do to continue playing? > > Barry Burkett, > Frankfort, KY > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov > ] > On Behalf Of Bakin, Barry > Sent: Monday, August 13, 2007 6:59 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1211] Re: Prosessional Development Design > &Developmentfor the 21st Century > > I don't know if it's been mentioned in this forum or not but there's an > interesting discussion taking place at Sylvia Martinez' blog on her > experiences with using SL as an educator. It's worth looking at for > some of the issues that she raises. You can read through her original > posting as the responses at > http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li > fe/ Again, as David notes, my position is not one of saying one should > use or not use Second Life but rather what would it take to get to the > point that educators would want to invest their time to make this > technology tool practical for the students they work with. Speaking as > one who is extremely pleased to get something as basic as an email > message from a student, it would take some doing to expect my students > to be creating avatars and visiting educational sites on SL on their > own. I'm not convinced yet that my time is well-spent on encouraging > that endeavor. > > Barry Bakin > Pacoima Skills Center > Division of Adult and Career Education, > Los Angeles Unified School District > > -----Original Message----- > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov > ] > On Behalf Of David J. Rosen > Sent: Monday, August 13, 2007 11:31 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1210] Re: Prosessional Development Design & > Developmentfor the 21st Century > > > Hello Mark, and others, > > Thanks for your thoughts on the use of Second Life (SL) for adult > literacy education. I hope you will share some of your group's research > on "under what conditions and for what purposes 3DVR might be more > appropriate or effective than other tools/environments for learning" and > what you see as some of the opportunities and limitations of using > Second Life. I would like to learn more about what "we need to advocate > *for* educators *to* vendors like Linden Labs, so they build in more > education-appropriate features." What features on SL do you think are > worthwhile? What other features should we be advocating for? > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to barry.burkett at franklin.kyschools.us > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to bonniesophia at sbcglobal.net > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to gradplan1 at gmail.com > -- Cindy Holden High School Liaison Learning Works Windham 167 Main Street Brattleboro, VT 05301 (802) 257-9449 extension 106 (802) 257-3762 fax cholden at vtadultlearning.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070827/33742eeb/attachment.html From MMaralit at NIFL.gov Mon Aug 27 16:50:12 2007 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Mon, 27 Aug 2007 16:50:12 -0400 Subject: [Technology 1242] Reminder: Aug 29 Webcast: Health Literacy Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C48F7@wdcrobe2m03.ed.gov> Hello, All, Just a final reminder about the Aug 29 webcast: Health Literacy of America's Adults. For more information and to register, go to: http://www.nifl.gov/nifl/webcasts/NAALhealth/webcast0829.html Panelist include: Dr. Sheida White, Project Director, National Assessment of Adult Literacy at the National Center for Education. Dr. White directs the National Assessment of Adult Literacy at the National Center for Education Statistics (or NCES). Dr. Ian Bennett is an Assistant Professor at School of Medicine and a Research Associate at Graduate School of Education at the University of Pennsylvania. Toni Cordell is an adult learner and recently served as an expert panel member on the Joint Commission and nationally known speaker on the topic of health literacy, who draws from her personal struggle with dyslexia. Please feel free to pass along to others who may be interested in viewing this webcast. Regards, Jo Maralit mmaralit at nifl.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070827/2be8393a/attachment.html From ktsikalas at cfy.org Tue Aug 28 12:12:07 2007 From: ktsikalas at cfy.org (Kallen Tsikalas) Date: Tue, 28 Aug 2007 12:12:07 -0400 Subject: [Technology 1243] Computers for Youth hiring Director of PD and Student Software Initiatives (NYC) Message-ID: <2C441E09092BF049B49DEEFEAE3780831F04FF@cfysrv1.ComputersforYouth.local> Dear Colleagues... As part of our growth and expansion processes and our commitment to provide the highest quality experience to our families, Computers for Youth (CFY) is hiring a *Director of Professional Development and Student Software Initiatives*. This exciting, entrepreneurial position will definitely be a lot of fun for the right person. :) Please take a look at the job description and distribute it widely to people you think might be qualified! Applicants should follow the directions exactly as indicated in the description below. While we are accepting applications on a rolling basis, we do hope to hire for the position by mid-September. Warmly, --Kallen Tsikalas :) Director of Research & Learning Services Computers for Youth JOB ANNOUNCEMENT ================================================================= Position: Director of Professional Development and Student Software Initiative Location: CFY's New York City Office -- New York, NY ABOUT COMPUTERS FOR YOUTH Computers for Youth (CFY), a national non-profit organization, is the leader in improving the home learning environment for low-income middle school children. We select public schools with high poverty statistics and then offer all the sixth graders and their parents a free computer-based home learning center, which they are taught to use at our Saturday Family Learning Workshops before taking it home. Our home learning centers come with Internet access, award-winning educational software and tailored web content. Our supplementary programs increase parental involvement in their children's education and train teachers to strengthen the home-school connection. CFY is one of the largest non-profits of its kind; with operations in three cities and over 10,000 families served since operations began in 1999. CFY's expansion objectives are ambitious: by 2010 our goal is to operate in five cities, serving almost 10,000 students annually, and to support affiliates in each of the 50 U.S. states. CFY has begun drawing upon its programmatic experience and research findings to influence policy at the local and national level. For more information, please visit www.cfy.org. NYC - PROFESSIONAL DEVELOPMENT AND SOFTWARE OBJECTIVES CFY is beginning to build its capacity to provide professional development to teachers in New York City. As a new vendor to the NYC Department of Education, we have been approved to offer courses in the following areas: 1) Supporting Families as Learning Partners; 2) Interactive Homework; 3) Developing Self-Directed Learners; and 4) Family Technology Nights. All of these courses make extensive use of home computing resources in supporting students' learning. Our goal is to help schools actively support and engage parents and families as active learning partners. The Student Software Specialist program was launched two years ago (in FY05-06) to test software for CFY's annual Family Learning Software Award and inclusion on CFY's home learning centers. The team members --15-20 middle school students from CFY's NYC partner schools -- are trained to be media emissaries for CFY, to test software products and to present software to educational technology executives and to other influential adults. The team experience introduces students to peers from different neighborhoods, and it builds their skills in teamwork, communication, media literacy, and computers. CFY is now expanding this program to test and develop software with key companies in the software and publishing sectors. POSITION DESCRIPTION The Director of Professional Development and Student Software Initiatives is a new and highly entrepreneurial position. S/he will be responsible for building and directing two distinct programs for which CFY has already laid the groundwork. Key responsibilities include day-to-day operations; recruitment and hiring; and program quality and oversight. This position will report to the Executive Director of CFY-NYC and work closely with CFY's National Director of Research and Learning Services. KEY RESPONSIBILITIES (1) Student Software Specialist Program: --> In concert with CFY's overall strategy, set the goals and key milestones for CFY's Student Software Specialist Program. --> Recruit student team members and schedule team meetings. (The team has historically met on Saturdays twice a month from November - May, and weekly during the months of January and February.) --> Train students to evaluate software (based on appeal, usability, and comprehensibility) and to make public presentations using existing CFY curricula. --> Identify and recruit guest speakers and presenters (volunteers); and organize relevant field trips for students. --> Further develop/improve the Student Software Specialist Team curriculum and outreach opportunities in conjunction with CFY's Department of Research and Learning Services. --> Manage CFY's annual Education Executives Day -- a full-day event where students demonstrate software to education executives from some of the most prominent school districts across the country. --> Identify and develop opportunities for students to present software at non-CFY events, such as citywide or regional educational conferences. --> Work with CFY's Research Department to (1) identify high-quality educational software to be placed on CFY's home learning centers; (2) solicit nominations for CFY's Annual Family Learning Software Award; and (3) manage CFY's Software Experts Panel. --> Develop strong relationships with software publishing partners in conjunction with CFY's Development Department and CFY's Department of Research and Learning Services. --> Supervise program assistants (college and high school interns). --> Work with CFY's Research Department to evaluate the success of the program. (2) Teacher and Family Professional Development Program --> In concert with CFY's overall strategy, set the goals and key milestones for CFY's Teacher and Family Professional Development Program. --> Develop and refine existing professional development courses with the help of CFY's National Program Director and National Research Director. This involves identifying new technologies that support learning in the home and utilizing relevant research findings on effective training methods for diverse populations. --> Assist CFY's Program Director in marketing courses to CFY partner schools in NYC and design and implement strategy for marketing courses for non-CFY partner schools. --> Serve as an instructor for CFY courses. --> Recruit, hire and supervise other CFY instructors. --> Develop and utilize tools to track program performance and/or promote community. --> Document qualitative and quantitative program features. --> Work with CFY's Research Department to evaluate the success of the program. NOTE: This position requires occasional work on Saturdays (up to about 15 Saturdays per year). QUALIFICATIONS - BA or BS - Proficiency with computers, MS Office products and web technologies - At least 5 years experience working with students and teachers (work with middle school students is a plus) - Formal experience in teaching or training - Excellent interpersonal skills - Experience with and sensitivity to working with low-income populations - Detail-oriented with strong writing and project management skills - Team-player who is also capable of working independently and with minimal oversight - Problem solver - Self-motivated with the ability to thrive under pressure and on deadline - Demonstrated flexibility when priorities change - Capacity to simultaneously work on multiple tasks and projects, and the ability to set priorities for self, team and peers - Spanish language fluency is a plus COMPENSATION: Generous salary and benefits package, commensurate with experience. TO APPLY: Please send a resume, cover letter, and writing sample as attachments to jobs at cfy.org using the following conventions: Subject line: Director of PD and SSI Search Cover Letter: yourfirstname_yourlastname_coverletter.doc Resume: yourfirstname_yourlastname_resume.doc Writing Sample: yourfirstname_yourlastname_writingsample.doc Your cover letter should be one page and describe how your experience and background would make you an excellent fit for this position. We will ONLY accept materials via email. Applications will be reviewed on an ongoing basis. Computers for Youth is an equal opportunity employer and welcomes candidates from diverse backgrounds. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070828/172f1a36/attachment.html From djrosen at comcast.net Tue Aug 28 10:11:35 2007 From: djrosen at comcast.net (David J. Rosen) Date: Tue, 28 Aug 2007 10:11:35 -0400 Subject: [Technology 1244] Re: Second Life for Survivor class In-Reply-To: <7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com> References: <738623.55134.qm@web83302.mail.sp1.yahoo.com> <7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com> Message-ID: <24B7BABC-D3E2-4343-9511-817A5255C772@comcast.net> Hello Cindy, Second Life IS free unless you buy something -- like space to build on or a product someone is selling. Let us know what happened when you solve this mystery. Teenage students should NOT use Second Life. There is another one especially for teens with some filters, I think. David J. Rosen djrosen at comcast.net On Aug 27, 2007, at 4:59 PM, Cindy J Holden wrote: > I would like to use Second Life as a meeting space for some techie > teens I am working with in a drop-out recovery program. Having gone > in and experimented with the environment, I found I liked the > challenge to my spatial intelligence. What I did not like was the > billing notice ( 9.95) I got from Second Life. I thought one could > explore for free and purchase real estate, etc. later. I have > emailed to ask them why I would have received a bill. So far, no > response. I will not use this tool with my students if they are > going to be billed without their consent. > > > > On 8/24/07, Marian Thacher wrote: > My 2 cents - it would be really fun for students who are already > online gamers or used to an avatar environment, and pretty hard for > those who are new to it. But I haven't tried it with learners. Has > anyone? > > Also, I guess you would have to hook up with an organization that > has land so you would have a place to meet. Not hard, but takes > some looking around. How would others handle this? You definitely > don't want to build your own environment! > > Marian Thacher > OTAN > www.otan.us > > The Technology and Literacy Discussion List < technology at nifl.gov> > on Friday, August 24, 2007 at 6:24 AM -0800 wrote: > Our freshman seminar is structuring its class as "Survivor," with > tribes, tribal councils, challenges, and the like. We're using a > wiki for group collaboration. Would "Second Life" work for that > kind of environment? > Bonnie Odiorne, Ph.D. adjunct professor, director, writing center > Post University, Waterbury, CT > > Marian Thacher wrote: > > > Right, Barry, Second Life is like Real Life in that way - you have > to figure out your own mission - no small task sometimes! > > But if you were meeting your students in a particular area, and > giving them an assignment, having a discussion, sending them on a > quest or whatever, that would be their learning experience. You > would be supplying the mission. > > Marian Thacher > OTAN > > The Technology and Literacy Discussion List < technology at nifl.gov> > on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: > To Barry from another Barry, > > I think second life has merit to it, I think it is a lot like the game > World of Warcraft, AKA WOW. A major difference I have noticed in my > minimal time on the system is that there is no set purpose for an > avatar > to continue, as an example, in WOW after you decide who you will be, > what you will wear, etc you are given a mission. As opposed to Second > Life where I built my avatar and then essentially walked around, lost. > > If you were able to give your students directions to you virtually > that > may work. > > Do I have this wrong? Is a player given a sense of purpose and an > idea > of what they need to do to continue playing? > > Barry Burkett, > Frankfort, KY > > -----Original Message----- > From: technology-bounces at nifl.gov [ mailto:technology- > bounces at nifl.gov] > On Behalf Of Bakin, Barry > Sent: Monday, August 13, 2007 6:59 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1211] Re: Prosessional Development Design > &Developmentfor the 21st Century > > I don't know if it's been mentioned in this forum or not but > there's an > interesting discussion taking place at Sylvia Martinez' blog on her > experiences with using SL as an educator. It's worth looking at for > some of the issues that she raises. You can read through her original > posting as the responses at > http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on- > second-li > fe/ Again, as David notes, my position is not one of saying one > should > use or not use Second Life but rather what would it take to get to the > point that educators would want to invest their time to make this > technology tool practical for the students they work with. > Speaking as > one who is extremely pleased to get something as basic as an email > message from a student, it would take some doing to expect my students > to be creating avatars and visiting educational sites on SL on their > own. I'm not convinced yet that my time is well-spent on encouraging > that endeavor. > > Barry Bakin > Pacoima Skills Center > Division of Adult and Career Education, > Los Angeles Unified School District > > -----Original Message----- > From: technology-bounces at nifl.gov [ mailto:technology- > bounces at nifl.gov] > On Behalf Of David J. Rosen > Sent: Monday, August 13, 2007 11:31 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1210] Re: Prosessional Development Design & > Developmentfor the 21st Century > > > Hello Mark, and others, > > Thanks for your thoughts on the use of Second Life (SL) for adult > literacy education. I hope you will share some of your group's > research > on "under what conditions and for what purposes 3DVR might be more > appropriate or effective than other tools/environments for > learning" and > what you see as some of the opportunities and limitations of using > Second Life. I would like to learn more about what "we need to > advocate > *for* educators *to* vendors like Linden Labs, so they build in more > education-appropriate features." What features on SL do you think are > worthwhile? What other features should we be advocating for? > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to barry.burkett at franklin.kyschools.us > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to bonniesophia at sbcglobal.net > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to gradplan1 at gmail.com > > > > -- > Cindy Holden > High School Liaison > Learning Works Windham > 167 Main Street > Brattleboro, VT 05301 > > (802) 257-9449 extension 106 > (802) 257-3762 fax > cholden at vtadultlearning.org > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net From djrosen at comcast.net Tue Aug 28 13:14:30 2007 From: djrosen at comcast.net (David J. Rosen) Date: Tue, 28 Aug 2007 13:14:30 -0400 Subject: [Technology 1245] Re: Homeland Security question In-Reply-To: References: < > Message-ID: <32B9D052-A62F-42EE-B963-C609EF6F7E6B@comcast.net> Hello Matthias, On Aug 27, 2007, at 3:32 PM, you wrote: > In Canada, we had the same questions coming into providing more > online options for ABE learners starting in 2003. Over the course > of the three years of the pilot project, we found out that the > demographic of learners targeted and reached was quite different to > the one of regular classroom-based or one-on-one literacy programs > as the participating programs offered learners more flexibility in > their learning options. >From a funding perspective that meant that > the amount of learners to be serviced in the future for the same > amount of funding is larger and more cost-effective options are > needed, which in some cases online option can provide. Overall I > think that by providing more flexibility to learners the quality of > services has improved, also because it's more reflective of the > demands in today's society re the use of learning technology. And > it has helped to reach learners that were marginalized by not being > able to attend regular programs in the past. > > Matthias Sturm Can you tell us a little more, please? 1) Were those in the pilot project who were using online learning doing it as pure distance learning or was this a blended (supported, hybrid) model? 2) Exactly how did the demographics change with those who chose to participate in the pilot? How did they differ from those served in regular classrooms? Students' goals? Literacy levels? Geography (more rural?) In other ways? For example, if you are familiar with the Reder and Strawn Longitudinal study (LSAL) in Portland Oregon, would you describe the pilot study participants as primarily "self study" people? 3) Are you saying that you found online learning more cost-effective? If so, can you tell us why? 4) Why has quality of services improved? Is this because with combinations of face-to-face and online learning students have greater intensity of learning, i.e. more time on task? Or is it something else? Thanks. I look forward to learning more about the pilot project and to seeing your answers to these questions. All the best, David David J. Rosen djrosen at comcast.net > > ________________________________ > > From: technology-bounces at nifl.gov on behalf of John Fleischman > Sent: Sat 25-Aug-07 9:21 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1233] Re: Homeland Security question > > > By most estimates, we're reaching less than 10% of the adults that > need to improve their literacy skills. With the rapid advancement > of the Internet and broadband connectivity, it may be possible to > reach some of those adults who are unwilling or unable to > participate in face-to-face adult education programs provided by > public and not-for-profit entities. Yes, the potential students' > lack of computers and Internet access may be problem, but it may > not be as great as you think. Our initial research is showing > significant shifts in both access to computers and connectivity. > > Is there reason to think that adults in need of literacy and > English language services would engage in independent learning? The > Longitudinal Study of Adult Learners (LSAL) provides strong > evidence that as many as 65% of adults needing additional services > engage in some form of self-study (Reder & Strawn, 2006). While > the LSAL does not specifically address Web-based resources, a > portal with a variety of content and appropriate support structures > should appeal to adults who have easy access to the Web and are > comfortable interacting with Web-based materials. > > A comprehensive online resource could also serve as mechanism to > increase intensity of instruction in conjunction with traditional > delivery systems. If designed appropriately, the online resource > could serve independent learners as well as those "connected" to a > tutor or teacher. The plan is to have this new resource as an > addition, not a replacement for our current system. > > John Fleischman > > The Technology and Literacy Discussion List > on Saturday, August 25, 2007 at 1:05 PM -0800 wrote: > Everytime I hear about this issue, I wonder if the existence of > these free electronic resources will lead to huge reductions in > government funding for the face-to-face adult education programs > currently provided by the states. With that possibility in mind, > I'm also concerned about potential students' lack of computers and > Internet access, not to mention the relative benefits of learning > exclusively online versus learning in a classroom with colleagues > and teachers. But if this new resource will be an addition to our > current resources rather than a replacement for all or part of what > we're doing now, I'm all for it. > Debra Morris Smith > > > On 8/24/07, John Fleischman > wrote: > > > > Greetings, Larry and Barry. And greetings to NIFL Tech Listserv > subscribers. John Fleischman here at the Sacramento County Office > of Education. > > I believe I can shed some light on the August 10th announcement by > President Bush and Homeland Security Secretary Michael Chertoff. > See: < http://www.whitehouse.gov/news/releases/ > 2007/08/20070810.html 2007/08/20070810.html> >. > > The announcement by the Administration focused on improving border > security and immigration. The last item on the list, number 26, > indicates, "The Department of Education will launch a free, Web- > based portal to help immigrants learn English, and expand this > model over time. > > The development of this portal is an outgrowth of a currently > funded Office of Vocational and Adult Education (OVAE) project > entitled Strengthening Programs Through Technology (AKA AdultEd > Online), a partnership between my office and the University of > Michigan. The contract was awarded to develop a number of > technology resources for adult education including exploring the > feasibility of building a Web portal where adult learners could > find instructional materials on subjects ranging from learning > English to preparing for the G.E.D. To better understand the > design features a portal should have, a prototype is being built > first. The prototype will contain learning materials in three > areas: a beginning-level English course, a mid-level English > course, and activities for improving reading, writing and life skills. > > The prototype should be complete on January 31, 2008. It will then > undergo several months of field testing with learners. By > September a refined portal should be ready to launch for use by > adults anywhere in the United States. The portal begins with a > focus on learning English, but the portal is expected to expand > over time, with the addition of materials in areas such as civics > and basic skills. > > Over the next couple of months we'll be sharing more information > about the portal. We also look forward to getting stakeholder > input as we conduct field testing during Winter-Spring of 2008. > > John Fleischman > jfleischman at scoe.net > > Jerome Johnston > jerej at umich.edu > > > The Technology and Literacy Discussion List < technology at nifl.gov > > on Wednesday, August 15, 2007 at > 1:35 AM -0800 wrote: > On Tuesday the Department of Homeland Security announced 25 new > measures to address "border security" and "immigration > challenges." I would actually characterize many, if not most, of > them as anti-immigrant. > > There is one, however, that teachers of English Language Learners, > and their students, might find helpful. It is, not surprisingly, > the last one on the list. > > The announcement stated that the "Department of Education will > launch a free, web-based portal to help immigrants learn English..." > > The announcement gives absolutely no other details about when it > will begin, what might be included, or who in the Department of > Education is actually doing it. > > Does anyone know more? > > Larry Ferlazzo > http://larryferlazzo.edublogs.org/ larryferlazzo.edublogs.org/> > > The Technology and Literacy Discussion List > on Wednesday, August 22, 2007 at > 5:28 AM -0800 wrote: > I will have to learn more about the site, but I think many students > will view the help skeptically because of past experience. After > September 11th, NYC asked all immigrants (legal and illegal) to > register to help the city better understand its friends vs.. > enemies. Many immigrants did so, and those illegals (Mexican, > Irish, Danish, Congolese, etc.) were shipped off over the next > couple of years. > > So, what am I getting at? Some classes build progressively and > want individual student identification so that a student can leave > mid-class and pick-up where they left off. Could this individual ID > hurt the student's status: I am thinking that even if the DHS site > does not ask for personal information it can be gotten other ways, > like using a " jon.smith at yahoo.com " > address to track to the user's more personal information of locale. > > Barry Burkett, > Frankfort, KY > > The Technology and Literacy Discussion List > on Wednesday, August 22, 2007 at > 4:48 PM -0800 wrote: > Barry makes an excellent point. I think the public statement said > it would be run through the Education Department, but that doesn't > mean they wouldn't share information. > > I still haven't found anyone who knows anything more about it than > what was said on the release. > > Larry Ferlazzo > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net From ekocher at state.pa.us Tue Aug 28 15:51:23 2007 From: ekocher at state.pa.us (Kocher, Eileen) Date: Tue, 28 Aug 2007 15:51:23 -0400 Subject: [Technology 1246] PAACE Request for Proposals Message-ID: <4D4E531F4AA25841BE7BC07B478F574008FA1FA3@enhbgpri06.backup> The 43rd Annual PAACE Midwinter Conference on Adult Education, the largest gathering of adult educators in Pennsylvania, will be held at the Hershey Lodge, February 6-8, 2008. Adult educators and those from related areas will convene for the premier professional development and networking opportunity for all aspects of adult education in the Pennsylvania. The theme, ?Opening Windows,? will provide a focal point for exploring educational opportunities for all types of adult students, more efficient delivery systems, transition to postsecondary education and training, new research, professional development, workforce development, public policy supporting adult education, and an optimistic eye to the future. Keynote speaker will be Dr. Cheryl D. King, study director for the new National Commission on Adult Literacy. Honorary conference chair is the Pennsylvania Workforce Investment Board (PA WIB). PAACE (Pennsylvania Association for Adult Continuing Education) invites you and your colleagues to submit a proposal for a concurrent session, or a more informal roundtable. Proposals are being accepted NOW and fall into the following 11 categories: Aligned with PAACE Divisions: Adult Basic and Secondary Education (ABSE) Adult Literacy Continuing Higher Education (CHE) Corrections Education English as a Second Language (ESL) Family Literacy Workforce Development Special Categories: Administration Public Policy Research Or: General - of interest to a broad adult education audience and/or does not fit neatly into one of the above categories. We are requesting that all workshop proposals be submitted online. Please note under Format and Technique the option for Roundtable Discussion. We are providing space for facilitated discussions and networking on topics of interest. The Roundtables will convene at round tables accommodating 10 people and as many others who can pull up a chair. If your proposal has been solicited, please be sure to fill in the "Requested by" field. This is not a guarantee of acceptance but will give your proposal special attention. We hope you will consider taking the time to share your work in adult education. Proposal deadline is October 1, 2007. Here is the link to the online proposal form: http://www.smartwebsitesolutions.net/paace_rfp_2008.htm We hope to hear from you! Tana Reiff TIU Community Education Services First Vice-President Pennsylvania Association for Adult Continuing Education (PAACE) www.paacesite.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070828/61eb9adc/attachment.html From Holly.Dilatush-Guthrie at ccs.k12.va.us Tue Aug 28 09:42:59 2007 From: Holly.Dilatush-Guthrie at ccs.k12.va.us (Holly Dilatush-Guthrie) Date: Tue, 28 Aug 2007 09:42:59 -0400 Subject: [Technology 1247] Re: Professional Development Design &Developmentfor the 21st Century Message-ID: <46D3EE230200006900005911@gwia.ccs.k12.va.us> David, this: <<(there is also a "simple English version http://simple.wikipedia.org/wiki/Main_Page and to engage them in discussion about how to know whether or not to truse a source.>>> is extremely valuable, hitherto unknown to me info! Thank you! I've shared this with my colleagues -- we've been referring students to some of the longer more daunting, intimidating versions -- this 'simpler' version should prove to be more reliable! Thanks, Holly "No matter what our attempts to inform, it is our ability to inspire that will turn the tides." Holly Dilatush ESL distance learning, Dialogue Cafe, Volunteer coordinator Charlottesville City Schools Adult Learning Center 1000 Preston Ave., Suite D Charlottesville VA 22903 (434) 245.2815 office (434) 960.7177 cell/mobile http://theHsmile.org ['home' to several Moodle CMS (course management systems/virtual classrooms)] http://www.Charlottesville-ESL.org "Live with intention. Share inside~out smiles, inspire hope, seek awe and nurture in nature." From jataylor at utk.edu Tue Aug 28 15:41:42 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Tue, 28 Aug 2007 15:41:42 -0400 Subject: [Technology 1248] Upcoming Discussion: Project-Based Learning as Professional Development Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFECCF2048@KFSVS2.utk.tennessee.edu> Dear Colleagues: The Adult Literacy Professional Development Discussion List is pleased to host a guest discussion next week on Project-Based Learning as Professional Development (http://tinyurl.com/2eum64). Please see below for details. - Sound interesting? We're happy to have you join us! Visit: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment Best wishes, Jackie Taylor ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Title: Project-Based Learning as Professional Development Date: September 4 - 11, 2007 Guest: Heide Spruck Wrigley, Senior Researcher, LiteracyWork International Resources for Discussion: http://tinyurl.com/2eum64 To participate, subscribe: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment To submit questions for discussion, email: jataylor at utk.edu ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ I. Description: Join the Adult Literacy Professional Development List to explore and share innovative practices in Project-Based Learning (PBL) as Professional Development. Guest participant Heide Spruck Wrigley will share her experiences with successful professional development models focused on PBL. A team of teachers who have facilitated student-projects in their classes will actively participate, share their professional development experiences, and offer practical advice on implementing projects. We hope you will join us and share your work. Discussion topics include: * Essential elements of project-based learning * Exploring the value added of project-based learning in ESOL and ABE * Examples of successful professional development models focused on project-based learning * Myths and realities: Is project-based learning time well-spent? * Evidence from research and practice * Assessments in project-based learning and student performance * How to get started in project-based learning This discussion introduces the PD List's Topic-of-the-Month: Keys to Communities of Practice. II. Guest Discussion Biography Heide Spruck Wrigley has been involved in all aspects of adult literacy, including family literacy, workplace literacy, adult ESL, EL civic and transition to higher education. Her work focuses on the intersection of policy, research, professional development, and classroom practice. She is currently a (non-resident) fellow with the Migration Policy Institute, a non-partisan Think Tank in Washington, D.C. and is finishing up a research and materials development project for Youth-at-Risk outside of Vancouver, British Columbia. Her staff development work around project-based learning includes a 3 year consultancy with Project IDEA, a Texas state wide Master Teacher project focused on PBL and a five year ongoing professional development project with teachers in Socorro, Texas. Her PBL work includes an emphasis on putting low and high end technology in the hands of learners (tape recorders, PowerPoint, digital cameras, video cameras) and creating learner showcases for the demonstration of these projects to a wider community of parents, teachers, and learners. Heide has been key in a number of U.S. national research studies focused on ESL literacy, but she has also been involved with ABE programs, youth literacy programs and with the Adult Literacy Media Alliance (TV 411). Her international work includes evaluations of teacher training programs in Poland and in Egypt, staff development in China, and presentations in Canada, Ireland, New Zealand and in the UK. When she's home, Heide lives in Mesilla, a small town in Southern New Mexico, an hour from the US Mexico border. III. Preparation for Discussion Project-Based Learning and Professional Development Practical Ideas Research to Practice (a) ; (d) (c); (f); (e) (a); (b); (g); (h) (a) Research in Action: Teachers, Projects, and Technology http://www-tcall.tamu.edu/newsletr/june04/june04a.htm -- Project-Based Learning and Professional Development (b) Knowledge in Action: The Promise of Project-Based Learning http://www.ncsall.net/?id=384 Focus on Basics, v.2 Issue D -- From Research to Practice (c) Border Program Develops Model for State Socorro Independent School District implements three-year demonstration project www.bordercivics.org -- Examples of lesson plans and projects from Socorro, TX (d) From Low-Tech to High-Tech: Promising Practices in Integrating New Media into Adult Literacy and ESL http://www.literacynewyork.org/publications/LNYPract_June04.pdf -- Examples of Projects that Integrate Technology (e) Teachers Writing about Their Experience with PBL Project-Based Learning: Don't Dictate, Collaborate! http://www-tcall.tamu.edu/newsletr/sum00/sum00a.htm Lights, Camera, Active Learning! Enhancing ESL Instruction Through Video Projects http://www-tcall.tamu.edu/newsletr/june04/june04b.htm (f) Less Teaching and More Learning: Turning from traditional methods to project-based instruction, the author found that her students learned more -- Susan Gaer's article and the terrific website for both interactive computer-based learning and student web projects * Article http://www.ncsall.net/?id=385 * Website for E-Mail Projects http://www.otan.dni.us/webfarm/emailproject/email.htm (g) Problem-Based or Project-Based: Is there a big difference and what's appropriate for my class? Project-Based and Problem-Based: The same or different? http://pblmm.k12.ca.us/PBLGuide/PBL&PBL.htm Problem-based Learning and Adult English Language Learners http://www.cal.org/caela/esl_resources/briefs/Problem-based.pdf (h) Project-Based Learning http://wiki.literacytent.org/index.php/Project_Based_Learning -- A Compendium of Ideas and Reports on the Adult Literacy Education Wiki -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070828/57f74a33/attachment.html From msturm at alphaplus.ca Wed Aug 29 15:13:05 2007 From: msturm at alphaplus.ca (Matthias Sturm) Date: Wed, 29 Aug 2007 15:13:05 -0400 Subject: [Technology 1249] Re: Homeland Security question References: < > <32B9D052-A62F-42EE-B963-C609EF6F7E6B@comcast.net> Message-ID: Hi David and all Thanks for your questions and interest in work outside of the US. Too bad all this discussion takes place under the umbrella of homeland security. I inserted my answers to your questions in your message. Since there were 4 distinctly different programs participating in the pilot, I won't go into much detail about the specifics of each but I will draw your attention to where in the project report you can find additional info if you are interested. The report is at http://distance.alphaplus.ca Cheers, Matthias ________________________________ From: technology-bounces at nifl.gov on behalf of David J. Rosen Sent: Tue 28-Aug-07 1:14 PM To: The Technology and Literacy Discussion List Subject: [Technology 1245] Re: Homeland Security question Hello Matthias, On Aug 27, 2007, at 3:32 PM, you wrote: In Canada, we had the same questions coming into providing more online options for ABE learners starting in 2003. Over the course of the three years of the pilot project, we found out that the demographic of learners targeted and reached was quite different to the one of regular classroom-based or one-on-one literacy programs as the participating programs offered learners more flexibility in their learning options. >From a funding perspective that meant that the amount of learners to be serviced in the future for the same amount of funding is larger and more cost-effective options are needed, which in some cases online option can provide. Overall I think that by providing more flexibility to learners the quality of services has improved, also because it's more reflective of the demands in today's society re the use of learning technology. And it has helped to reach learners that were marginalized by not being able to attend regular programs in the past. Matthias Sturm Can you tell us a little more, please? 1) Were those in the pilot project who were using online learning doing it as pure distance learning or was this a blended (supported, hybrid) model? Each of the four programs differed in terms of type and combination of e-based and print-based resources and communication tools used but all of them used a blended model to some degree. Over the three years the distance portion of the programs increased due to several factors (geographical barriers of the student population, push for increasing student numbers by the funder, attempts to deliver more cost-efficiently by reducing outreach activities, etc.) and synchronous communication platforms like Centra were used to provide as much personal and immediate contact as possible without having to meet face-to-face. From the beginning, the programs were encouraged to develop their own learning model based on the needs of the communities of their target area and as a result the programs delivered very customized programs but often had to make concessions and decisions that had to do more with the available funding and technology rather than what they would have wanted to do. Look at pages 21-26 for more specific info of the programs during the pilot phase. 2) Exactly how did the demographics change with those who chose to participate in the pilot? How did they differ from those served in regular classrooms? Students' goals? Literacy levels? Geography (more rural?) In other ways? For example, if you are familiar with the Reder and Strawn Longitudinal study (LSAL) in Portland Oregon, would you describe the pilot study participants as primarily "self study" people? I'm unfortunately not familiar with that study but thanks for pointing me to it. There was self-study envolved to differing degrees at the participating programs but generally speaking, most activities were supported by a mentor in whichever way possible at at whatever intensity feasable depending on a whole set of circumstances. Student's goals in most literacy programs in Ontario are very individualized and training plans are customized to fis each student's employment or personal development goal. In programs provided by colleges and school boards, goals would be more academically driven, e.g. GED or an apprenticeship program. In terms of the demographics of students, on the one hand, the pilot programs targeted students from a demographic which had been excluded from participating in classroom-based programs because there simply weren't any in proximity of the communities where they lived, e.g. isolated fly-in communities in North Western Ontario. On the other hand, although it looks like classrooms-based programs have included students from a demographic with transportantion and scheduling problems, for instance, the higher success rate of students who tried to attend classromm-based programs in the past but were not in the position to attend regularily shows that these students weren't really services by these programs but their needs are addressed by programs with higher flexibility in terms of scheduling options and use of learning mediums. We did work with a classroom-based control group for part of the research phase of the pilot so you'll be able to see some differences - see pages 33-37. 3) Are you saying that you found online learning more cost-effective? If so, can you tell us why? No, I didn't mean to imply that online learning is more cost-effective, I'd rather imply the opposite but the reality has been that the funding pot hasn't increased while the target population of the students to be served has increased due to the fact that more students can access the services because of blended learning options. During the pilot phase this didn't matter much because special funds were set aside for the four particpatig programs but as soon as these options are available to learners across the Province, it will necessarily mean that programs have to find ways to deliver their program in more cost-effective ways. For example, it may mean that if one program cannot find enough learners with similiar employment and learning goals, they may not be able to work in small group or even one-on-one as has been the custom at community-based agencies here; they may be forced to look for partnering agencies to share resources but also the funding received on a per student basis. Looking at programs servicing Deaf students here, this has happened already as different programs in a program network work with groups of learners connected by video-conference because any other way there would be no program available for such a small demographic spread across a large area. 4) Why has quality of services improved? Is this because with combinations of face-to-face and online learning students have greater intensity of learning, i.e. more time on task? Or is it something else? I agree that the combination of face-to-face and online increases the intensity of learning. For students who have been excluded from face-to-face programs in the past for various reasons, online learning is the only option anyways. Face-to-face seems to have been thought of a necessary quality of learning but we seem to have found that it is not the face-to-face contact between students and their teacher and their peers but rather the immediacy of response. This can be as effectively provided by synchonous communication tools, IM, Centra, sometimes even the telephone, as face-to-face and in some ways even better because more connections are possible at any given time between the parties involved. A side effect is that it places the teacher among the group of participants and that is a very democratizing element that education everywhere needs badly, in my opinion. Also, I think the quality of learning has improved because, e.g. (1) more learners actually have access to programs (2) they are connected with more learners with similar experiences (3) they thrive by being included in the latest societal developments, i.e. the use of web technology (4) the development of learning materials and strategies is being revisted in light of the new media connecting students, teachers, learning materials and communication tools, and that often in a reflective manner about past classroom-based practices (5) learners are empowered by using the tools that other adults (their peers, their teachers, etc) and their own children use and can see very quickly that they can particpate in and contribute to their immediate environement. I think that adults no matter what their skill level have a right to be included at every level and generally speaking the quality of services improve because they are often delivered more throughtfully and respectfully by the people involved when pst parctices have to be revisted because of changes brought on by new developments. Thanks. I look forward to learning more about the pilot project and to seeing your answers to these questions. All the best, David David J. Rosen djrosen at comcast.net > > ________________________________ > > From: technology-bounces at nifl.gov on behalf of John Fleischman > Sent: Sat 25-Aug-07 9:21 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1233] Re: Homeland Security question > > > By most estimates, we're reaching less than 10% of the adults that > need to improve their literacy skills. With the rapid advancement > of the Internet and broadband connectivity, it may be possible to > reach some of those adults who are unwilling or unable to > participate in face-to-face adult education programs provided by > public and not-for-profit entities. Yes, the potential students' > lack of computers and Internet access may be problem, but it may > not be as great as you think. Our initial research is showing > significant shifts in both access to computers and connectivity. > > Is there reason to think that adults in need of literacy and > English language services would engage in independent learning? The > Longitudinal Study of Adult Learners (LSAL) provides strong > evidence that as many as 65% of adults needing additional services > engage in some form of self-study (Reder & Strawn, 2006). While > the LSAL does not specifically address Web-based resources, a > portal with a variety of content and appropriate support structures > should appeal to adults who have easy access to the Web and are > comfortable interacting with Web-based materials. > > A comprehensive online resource could also serve as mechanism to > increase intensity of instruction in conjunction with traditional > delivery systems. If designed appropriately, the online resource > could serve independent learners as well as those "connected" to a > tutor or teacher. The plan is to have this new resource as an > addition, not a replacement for our current system. > > John Fleischman > > The Technology and Literacy Discussion List > on Saturday, August 25, 2007 at 1:05 PM -0800 wrote: > Everytime I hear about this issue, I wonder if the existence of > these free electronic resources will lead to huge reductions in > government funding for the face-to-face adult education programs > currently provided by the states. With that possibility in mind, > I'm also concerned about potential students' lack of computers and > Internet access, not to mention the relative benefits of learning > exclusively online versus learning in a classroom with colleagues > and teachers. But if this new resource will be an addition to our > current resources rather than a replacement for all or part of what > we're doing now, I'm all for it. > Debra Morris Smith > > > On 8/24/07, John Fleischman > wrote: > > > > Greetings, Larry and Barry. And greetings to NIFL Tech Listserv > subscribers. John Fleischman here at the Sacramento County Office > of Education. > > I believe I can shed some light on the August 10th announcement by > President Bush and Homeland Security Secretary Michael Chertoff. > See: < http://www.whitehouse.gov/news/releases/ > 2007/08/20070810.html 2007/08/20070810.html> >. > > The announcement by the Administration focused on improving border > security and immigration. The last item on the list, number 26, > indicates, "The Department of Education will launch a free, Web- > based portal to help immigrants learn English, and expand this > model over time. > > The development of this portal is an outgrowth of a currently > funded Office of Vocational and Adult Education (OVAE) project > entitled Strengthening Programs Through Technology (AKA AdultEd > Online), a partnership between my office and the University of > Michigan. The contract was awarded to develop a number of > technology resources for adult education including exploring the > feasibility of building a Web portal where adult learners could > find instructional materials on subjects ranging from learning > English to preparing for the G.E.D. To better understand the > design features a portal should have, a prototype is being built > first. The prototype will contain learning materials in three > areas: a beginning-level English course, a mid-level English > course, and activities for improving reading, writing and life skills. > > The prototype should be complete on January 31, 2008. It will then > undergo several months of field testing with learners. By > September a refined portal should be ready to launch for use by > adults anywhere in the United States. The portal begins with a > focus on learning English, but the portal is expected to expand > over time, with the addition of materials in areas such as civics > and basic skills. > > Over the next couple of months we'll be sharing more information > about the portal. We also look forward to getting stakeholder > input as we conduct field testing during Winter-Spring of 2008. > > John Fleischman > jfleischman at scoe.net > > Jerome Johnston > jerej at umich.edu > > > The Technology and Literacy Discussion List < technology at nifl.gov > > on Wednesday, August 15, 2007 at > 1:35 AM -0800 wrote: > On Tuesday the Department of Homeland Security announced 25 new > measures to address "border security" and "immigration > challenges." I would actually characterize many, if not most, of > them as anti-immigrant. > > There is one, however, that teachers of English Language Learners, > and their students, might find helpful. It is, not surprisingly, > the last one on the list. > > The announcement stated that the "Department of Education will > launch a free, web-based portal to help immigrants learn English..." > > The announcement gives absolutely no other details about when it > will begin, what might be included, or who in the Department of > Education is actually doing it. > > Does anyone know more? > > Larry Ferlazzo > http://larryferlazzo.edublogs.org/ larryferlazzo.edublogs.org/> > > The Technology and Literacy Discussion List > on Wednesday, August 22, 2007 at > 5:28 AM -0800 wrote: > I will have to learn more about the site, but I think many students > will view the help skeptically because of past experience. After > September 11th, NYC asked all immigrants (legal and illegal) to > register to help the city better understand its friends vs.. > enemies. Many immigrants did so, and those illegals (Mexican, > Irish, Danish, Congolese, etc.) were shipped off over the next > couple of years. > > So, what am I getting at? Some classes build progressively and > want individual student identification so that a student can leave > mid-class and pick-up where they left off. Could this individual ID > hurt the student's status: I am thinking that even if the DHS site > does not ask for personal information it can be gotten other ways, > like using a " jon.smith at yahoo.com " > address to track to the user's more personal information of locale. > > Barry Burkett, > Frankfort, KY > > The Technology and Literacy Discussion List > on Wednesday, August 22, 2007 at > 4:48 PM -0800 wrote: > Barry makes an excellent point. I think the public statement said > it would be run through the Education Department, but that doesn't > mean they wouldn't share information. > > I still haven't found anyone who knows anything more about it than > what was said on the release. > > Larry Ferlazzo > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to msturm at alphaplus.ca -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 19801 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070829/23b6d7b4/attachment.bin From tsticht at znet.com Wed Aug 29 13:27:20 2007 From: tsticht at znet.com (tsticht at znet.com) Date: Wed, 29 Aug 2007 10:27:20 -0700 Subject: [Technology 1250] A Global Network for Adult Literacy Message-ID: <1188408440.46d5ac78742ba@webmail.znet.net> August 28, 2007 Toward a Global Network of Adult Literacy Education in Six Industrialized Nations Tom Sticht International Consultant in Adult Education One of several recent international surveys that have examined adult language, literacy, and numeracy (LLN) education in Australia, Canada, Ireland, New Zealand, United Kingdom, and the United States is a report by McKenna & Fitzpatrick (2004). In this work it was noted that three of the nations have unitary governments (Ireland, New Zealand, United Kingdom) in which policies, funding, and educational practice are directed from a central, national government. The other three nations studied (Australia, Canada, United States) have federated governments in which a central government and a number of separate states or provinces share responsibility for policies, funding, and practices regarding adult LLN provision. As one of these three federated nations, the United States has long had an Adult Education and Literacy System (AELS) that is jointly funded by federal and state governments and operates according to the provisions of a national law. This law, the Adult Education Act of 1966, continues today as the Workforce Investment Act of 1998, Title 2, Adult Education and Family Literacy Act. For over 40 years now, this adult education system has provided language, literacy, and numeracy instruction for adults 16 years of age or older, who are not in school and have not received a secondary (high) school diploma or its substitute in the form of a General Educational Development (GED) certificate. This is the longest operating, federally legislated, nationally organized, and coherently operating adult LLN system among any of the six nations studied by McKenna & Fitzpatrick (2004). Today the AELS has some two to three million adult enrollees annually, and over its 40 year history over 100 million enrollments have been recorded. This remarkable achievement has been documented by an accountability system in which the states report data to the federal government which then aggregates the data on federal and state funding, enrollments, types of education (adult basic education (ABE), adult secondary education (ASE), or English as a second language (ESL) education), types of personnel (part-time employed, full-time employed, voluntary), and, at times, types of organizations providing the AELS services (e.g., adult high schools, community colleges, community based organizations, etc.). Since 2000, the AELS has operated with a National Reporting System that includes data on funding, enrollments, retention, and completion of programs. Additionally it includes information on progression in learning upward through six levels of achievement in ABE, ASE, and ESL as indicated by performance on standardized tests or other assessments, such as portfolios scored with rubrics. It also includes data on how many adults who are seeking a secondary education diploma or GED achieve this goal, how many of those seeking employment go on to become employed, how many seeking transition to secondary training or education actually complete such a transition, and other data reported by the states. This long-lasting AELS is supplemented in the United States by a number of other organizations such as libraries, community based, charitable organizations, and education providers working under other special government programs of health, human resources development, welfare-to-work, national defense, and early childhood education which includes some adult literacy education. National data on how many of such organizations exist, how many adults they serve, and outcomes achieved are not available to me, if they exist at all. Still, I venture an educated estimate that there may be another one million or so adults served in these various programs. Similarly, in the other six nations studied by McKenna & Fitzpatrick (2004) there are difficulties in acquiring complete data on adult LLN provision across a wide variety of organizations with either governmental or non-governmental sponsorship. But there has been for the last decade or so a growing interest in these industrialized nations in developing more stable, coherent systems of adult literacy provision. >From various ongoing activities in these six nations, new policies and new approaches to adult LLN education have been forthcoming, with improved accountability systems that hold the promise of offering substantial evidence that the provision of LLN for adults is a valuable addition to existing primary, secondary, and tertiary education systems. Over100 million adults in these six nations have been declared to be at risk for low literacy. In all six nations, each year hundreds of thousands of young adults continue to leave the childhood school systems with poor literacy. For these millions of adults, a solid educational LLN system will offer the opportunities for continued growth and development, not only for themselves, but also for their children and their communities. The time for well-funded, world-class education systems for adult LLN provision is upon us. Working together, as various reports indicates is happening, these six industrialized nations form a global network connected by the virtual reality of the world wide web. Through the continuation and expansion of this work, it may be possible to transform the visions of such national education systems from virtual into substantial realities. Reference McKenna, R. & Fitzpatrick, L. (2004). Building sustainable adult literacy policy and provision In Australia: A review of international policy and programs. http://www.ncver.edu.au Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net From bonniesophia at sbcglobal.net Thu Aug 30 18:00:00 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Thu, 30 Aug 2007 15:00:00 -0700 (PDT) Subject: [Technology 1251] Re: Second Life for Survivor class In-Reply-To: <7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com> Message-ID: <147054.63785.qm@web83314.mail.sp1.yahoo.com> At a faculty meeting today the Chancellor was all on about online environments: Second Life was even mentioned, in terms of "engaging students in instruction." I know the pitfalls of asynchronous vs.synchronous environments, and fail to see how this could immediately impact classroom instruction unless one worked in a computer lab or everyone had laptops., Can anyone please enlighten? Bonnie Odiorne, Ph.D. Writig Center, Adjunct prof Post University Cindy J Holden wrote: I would like to use Second Life as a meeting space for some techie teens I am working with in a drop-out recovery program. Having gone in and experimented with the environment, I found I liked the challenge to my spatial intelligence. What I did not like was the billing notice ( 9.95) I got from Second Life. I thought one could explore for free and purchase real estate, etc. later. I have emailed to ask them why I would have received a bill. So far, no response. I will not use this tool with my students if they are going to be billed without their consent. On 8/24/07, Marian Thacher wrote: My 2 cents - it would be really fun for students who are already online gamers or used to an avatar environment, and pretty hard for those who are new to it. But I haven't tried it with learners. Has anyone? Also, I guess you would have to hook up with an organization that has land so you would have a place to meet. Not hard, but takes some looking around. How would others handle this? You definitely don't want to build your own environment! Marian Thacher OTAN www.otan.us The Technology and Literacy Discussion List < technology at nifl.gov> on Friday, August 24, 2007 at 6:24 AM -0800 wrote: Our freshman seminar is structuring its class as "Survivor," with tribes, tribal councils, challenges, and the like. We're using a wiki for group collaboration. Would "Second Life" work for that kind of environment? Bonnie Odiorne, Ph.D. adjunct professor, director, writing center Post University, Waterbury, CT Marian Thacher wrote: Right, Barry, Second Life is like Real Life in that way - you have to figure out your own mission - no small task sometimes! But if you were meeting your students in a particular area, and giving them an assignment, having a discussion, sending them on a quest or whatever, that would be their learning experience. You would be supplying the mission. Marian Thacher OTAN The Technology and Literacy Discussion List < technology at nifl.gov> on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: To Barry from another Barry, I think second life has merit to it, I think it is a lot like the game World of Warcraft, AKA WOW. A major difference I have noticed in my minimal time on the system is that there is no set purpose for an avatar to continue, as an example, in WOW after you decide who you will be, what you will wear, etc you are given a mission. As opposed to Second Life where I built my avatar and then essentially walked around, lost. If you were able to give your students directions to you virtually that may work. Do I have this wrong? Is a player given a sense of purpose and an idea of what they need to do to continue playing? Barry Burkett, Frankfort, KY -----Original Message----- From: technology-bounces at nifl.gov [ mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Monday, August 13, 2007 6:59 PM To: The Technology and Literacy Discussion List Subject: [Technology 1211] Re: Prosessional Development Design &Developmentfor the 21st Century I don't know if it's been mentioned in this forum or not but there's an interesting discussion taking place at Sylvia Martinez' blog on her experiences with using SL as an educator. It's worth looking at for some of the issues that she raises. You can read through her original posting as the responses at http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li fe/ Again, as David notes, my position is not one of saying one should use or not use Second Life but rather what would it take to get to the point that educators would want to invest their time to make this technology tool practical for the students they work with. Speaking as one who is extremely pleased to get something as basic as an email message from a student, it would take some doing to expect my students to be creating avatars and visiting educational sites on SL on their own. I'm not convinced yet that my time is well-spent on encouraging that endeavor. Barry Bakin Pacoima Skills Center Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [ mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Monday, August 13, 2007 11:31 AM To: The Technology and Literacy Discussion List Subject: [Technology 1210] Re: Prosessional Development Design & Developmentfor the 21st Century Hello Mark, and others, Thanks for your thoughts on the use of Second Life (SL) for adult literacy education. I hope you will share some of your group's research on "under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/environments for learning" and what you see as some of the opportunities and limitations of using Second Life. I would like to learn more about what "we need to advocate *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features." What features on SL do you think are worthwhile? What other features should we be advocating for? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.burkett at franklin.kyschools.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to gradplan1 at gmail.com -- Cindy Holden High School Liaison Learning Works Windham 167 Main Street Brattleboro, VT 05301 (802) 257-9449 extension 106 (802) 257-3762 fax cholden at vtadultlearning.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070830/713ad8cc/attachment.html From david at collings.com Fri Aug 31 00:38:09 2007 From: david at collings.com (David Collings) Date: Fri, 31 Aug 2007 00:38:09 -0400 Subject: [Technology 1252] Second Life in the News Message-ID: <20070831043823.1727528526@nb-207.win.net> For all of you who are interested in the curious world of Second Life (SL), I heard on a BBC radio report tonight (8/30/07) that they will be conducting a live radio interview inside Second Life this coming Monday, September 3. From the way the radio person talked, a roving reporter will be moving among the avatars and asking questions. I searched on both BBC and Second Life sites for a Sept. 3 broadcast time, but could not find one. If anyone out there discovers more information, it might be of interest to others on this list. SL: http://secondlife.com BBC: http://www.bbc.co.uk -------------- Concerning jobs and learning online: Another interesting bit that I heard the BBC person say about SL -- IBM employs over 100 people who work inside Second Life. Here is a clip posted on the Scientific American site (linked from SL news): "IBM launched its virtual Business Center in May with staff from North and Latin America and Europe, to provide sales and support services for clients and visitors in Second Life." August 23, 2007 http://tinyurl.com/yvyoc9 --------- After reading the quote above, it doesn't surprise me that many other major companies are setting up shop in SL as well. But here is a twist that I would not have thought about: "Armed with a $200,000 grant from the U.S. Nuclear Regulatory Commission, [Robert] Amme and his colleagues [at the University of Denver] are preparing to build a nuclear reactor - in the virtual, online world of Second Life." http://www.insidehighered.com/news/2007/08/20/secondlife ------------- I suppose all of this makes me feel that we owe our adult education clients a chance to be guided safely into this funny new world. David C. David Collings Technology Coordinator Delaware ACE Network david at collings.com From joan at ipns.com Fri Aug 31 19:29:31 2007 From: joan at ipns.com (Joan Medlen) Date: Fri, 31 Aug 2007 16:29:31 -0700 Subject: [Technology 1253] Re: Second Life in the News In-Reply-To: <20070831043823.1727528526@nb-207.win.net> References: <20070831043823.1727528526@nb-207.win.net> Message-ID: <6.0.0.22.2.20070831162900.04d3cc70@mail.ipns.com> Did you all catch "Science Friday" today? All about this topic. I'm sure they have the transcript avaialble online www.npr.org ---------- Joan E Guthrie Medlen, R.D., L.D. Clinical Advisor, Health Literacy & Communications Special Olympics Health Promotion 14535 Westlake Drive Suite A-2 Lake Oswego, OR 97035 503.443.2258 503.443.4211 (fax) From barry.bakin at lausd.net Fri Aug 31 12:57:35 2007 From: barry.bakin at lausd.net (Bakin, Barry) Date: Fri, 31 Aug 2007 09:57:35 -0700 Subject: [Technology 1254] Re: Second Life for Survivor class In-Reply-To: <147054.63785.qm@web83314.mail.sp1.yahoo.com> Message-ID: <04E56D7139A45949A5435413801707A2101FF1@mailbe-la05.lausd.net> Working in a computer lab or everyone having laptops would certainly be convenient, but students could benefit from using online environments even if a class only "visits" a computer lab once a week or there was only one laptop in a class with Internet access. The key would be how the instructor chooses to implement the educational tools online environments represent. The exercises and preparation the instructor does prior to a visit to the computer-lab, the exercises and practices that follow a visit to the computer-lab and the goals that the instructor has for the students must be adjusted to complement each individual class setting. The same activities that a class can do in a lab can be done with a single laptop. The instructor simply has to implement ways to provide access to all the students in the class through a rotational system. Barry Bakin ESL teacher Advisor, Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bonnie Odiorne Sent: Thursday, August 30, 2007 3:00 PM To: The Technology and Literacy Discussion List Subject: [Technology 1251] Re: Second Life for Survivor class At a faculty meeting today the Chancellor was all on about online environments: Second Life was even mentioned, in terms of "engaging students in instruction." I know the pitfalls of asynchronous vs.synchronous environments, and fail to see how this could immediately impact classroom instruction unless one worked in a computer lab or everyone had laptops., Can anyone please enlighten? Bonnie Odiorne, Ph.D. Writig Center, Adjunct prof Post University Cindy J Holden wrote: I would like to use Second Life as a meeting space for some techie teens I am working with in a drop-out recovery program. Having gone in and experimented with the environment, I found I liked the challenge to my spatial intelligence. What I did not like was the billing notice ( 9.95) I got from Second Life. I thought one could explore for free and purchase real estate, etc. later. I have emailed to ask them why I would have received a bill. So far, no response. I will not use this tool with my students if they are going to be billed without their consent. On 8/24/07, Marian Thacher wrote: My 2 cents - it would be really fun for students who are already online gamers or used to an avatar environment, and pretty hard for those who are new to it. But I haven't tried it with learners. Has anyone? Also, I guess you would have to hook up with an organization that has land so you would have a place to meet. Not hard, but takes some looking around. How would others handle this? You definitely don't want to build your own environment! Marian Thacher OTAN www.otan.us The Technology and Literacy Discussion List < technology at nifl.gov > on Friday, August 24, 2007 at 6:24 AM -0800 wrote: Our freshman seminar is structuring its class as "Survivor," with tribes, tribal councils, challenges, and the like. We're using a wiki for group collaboration. Would "Second Life" work for that kind of environment? Bonnie Odiorne, Ph.D. adjunct professor, director, writing center Post University, Waterbury, CT Marian Thacher wrote: Right, Barry, Second Life is like Real Life in that way - you have to figure out your own mission - no small task sometimes! But if you were meeting your students in a particular area, and giving them an assignment, having a discussion, sending them on a quest or whatever, that would be their learning experience. You would be supplying the mission. Marian Thacher OTAN The Technology and Literacy Discussion List < technology at nifl.gov > on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: To Barry from another Barry, I think second life has merit to it, I think it is a lot like the game World of Warcraft, AKA WOW. A major difference I have noticed in my minimal time on the system is that there is no set purpose for an avatar to continue, as an example, in WOW after you decide who you will be, what you will wear, etc you are given a mission. As opposed to Second Life where I built my avatar and then essentially walked around, lost. If you were able to give your students directions to you virtually that may work. Do I have this wrong? Is a player given a sense of purpose and an idea of what they need to do to continue playing? Barry Burkett, Frankfort, KY -----Original Message----- From: technology-bounces at nifl.gov [ mailto:technology-bounces at nifl.gov ] On Behalf Of Bakin, Barry Sent: Monday, August 13, 2007 6:59 PM To: The Technology and Literacy Discussion List Subject: [Technology 1211] Re: Prosessional Development Design &Developmentfor the 21st Century I don't know if it's been mentioned in this forum or not but there's an interesting discussion taking place at Sylvia Martinez' blog on her experiences with using SL as an educator. It's worth looking at for some of the issues that she raises. You can read through her original posting as the responses at http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li fe/ Again, as David notes, my position is not one of saying one should use or not use Second Life but rather what would it take to get to the point that educators would want to invest their time to make this technology tool practical for the students they work with. Speaking as one who is extremely pleased to get something as basic as an email message from a student, it would take some doing to expect my students to be creating avatars and visiting educational sites on SL on their own. I'm not convinced yet that my time is well-spent on encouraging that endeavor. Barry Bakin Pacoima Skills Center Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [ mailto:technology-bounces at nifl.gov ] On Behalf Of David J. Rosen Sent: Monday, August 13, 2007 11:31 AM To: The Technology and Literacy Discussion List Subject: [Technology 1210] Re: Prosessional Development Design & Developmentfor the 21st Century Hello Mark, and others, Thanks for your thoughts on the use of Second Life (SL) for adult literacy education. I hope you will share some of your group's research on "under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/environments for learning" and what you see as some of the opportunities and limitations of using Second Life. I would like to learn more about what "we need to advocate *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features." What features on SL do you think are worthwhile? What other features should we be advocating for? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.burkett at franklin.kyschools.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to gradplan1 at gmail.com -- Cindy Holden High School Liaison Learning Works Windham 167 Main Street Brattleboro, VT 05301 (802) 257-9449 extension 106 (802) 257-3762 fax cholden at vtadultlearning.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070831/c884a02c/attachment.html From dg21 at txstate.edu Fri Aug 31 12:03:27 2007 From: dg21 at txstate.edu (Guckert-von Ehren, Denise A) Date: Fri, 31 Aug 2007 11:03:27 -0500 Subject: [Technology 1255] Re: Second Life for Survivor class In-Reply-To: <7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com> References: <738623.55134.qm@web83302.mail.sp1.yahoo.com> <7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com> Message-ID: I think the arrival of Second Life is a reality that we need to accept and understand, though I personally find it hard to embrace. I always check out new technologies, and did so with Second Life. I was incredibly frustrated and unsuccessful in achieving my goal, which was to explore the interface. It is fascinating to me that I have such poor skills (and patience) to use this software. Second Life is not just a technology; it's a social culture with many new rules to learn. You must interact with other people, who are represented (disguised...) as their avatars, and depend on them for help. While this is probably the aspect that makes Second Life so popular, and so different than other technologies, I have no patience for this kind of interaction and hate feeling dependent, either on people or on help files. Since I was exploring Second Life for work reasons only, not personal or entertainment value, I did not want to deal with a new social network and "reality" navigation. That being said, the whole issue of Second Life as it compares to people entering new cultures, whether that be as an immigrant for study or work reasons to the United States (or going from a culture of poverty to middle class) is incredibly intriguing. ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Cindy J Holden Sent: Monday, August 27, 2007 3:59 PM To: The Technology and Literacy Discussion List Subject: [Technology 1241] Re: Second Life for Survivor class I would like to use Second Life as a meeting space for some techie teens I am working with in a drop-out recovery program. Having gone in and experimented with the environment, I found I liked the challenge to my spatial intelligence. What I did not like was the billing notice ( 9.95) I got from Second Life. I thought one could explore for free and purchase real estate, etc. later. I have emailed to ask them why I would have received a bill. So far, no response. I will not use this tool with my students if they are going to be billed without their consent. On 8/24/07, Marian Thacher wrote: My 2 cents - it would be really fun for students who are already online gamers or used to an avatar environment, and pretty hard for those who are new to it. But I haven't tried it with learners. Has anyone? Also, I guess you would have to hook up with an organization that has land so you would have a place to meet. Not hard, but takes some looking around. How would others handle this? You definitely don't want to build your own environment! Marian Thacher OTAN www.otan.us The Technology and Literacy Discussion List < technology at nifl.gov > on Friday, August 24, 2007 at 6:24 AM -0800 wrote: Our freshman seminar is structuring its class as "Survivor," with tribes, tribal councils, challenges, and the like. We're using a wiki for group collaboration. Would "Second Life" work for that kind of environment? Bonnie Odiorne, Ph.D. adjunct professor, director, writing center Post University, Waterbury, CT Marian Thacher wrote: Right, Barry, Second Life is like Real Life in that way - you have to figure out your own mission - no small task sometimes! But if you were meeting your students in a particular area, and giving them an assignment, having a discussion, sending them on a quest or whatever, that would be their learning experience. You would be supplying the mission. Marian Thacher OTAN The Technology and Literacy Discussion List < technology at nifl.gov > on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: To Barry from another Barry, I think second life has merit to it, I think it is a lot like the game World of Warcraft, AKA WOW. A major difference I have noticed in my minimal time on the system is that there is no set purpose for an avatar to continue, as an example, in WOW after you decide who you will be, what you will wear, etc you are given a mission. As opposed to Second Life where I built my avatar and then essentially walked around, lost. If you were able to give your students directions to you virtually that may work. Do I have this wrong? Is a player given a sense of purpose and an idea of what they need to do to continue playing? Barry Burkett, Frankfort, KY -----Original Message----- From: technology-bounces at nifl.gov [ mailto:technology-bounces at nifl.gov ] On Behalf Of Bakin, Barry Sent: Monday, August 13, 2007 6:59 PM To: The Technology and Literacy Discussion List Subject: [Technology 1211] Re: Prosessional Development Design &Developmentfor the 21st Century I don't know if it's been mentioned in this forum or not but there's an interesting discussion taking place at Sylvia Martinez' blog on her experiences with using SL as an educator. It's worth looking at for some of the issues that she raises. You can read through her original posting as the responses at http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li fe/ Again, as David notes, my position is not one of saying one should use or not use Second Life but rather what would it take to get to the point that educators would want to invest their time to make this technology tool practical for the students they work with. Speaking as one who is extremely pleased to get something as basic as an email message from a student, it would take some doing to expect my students to be creating avatars and visiting educational sites on SL on their own. I'm not convinced yet that my time is well-spent on encouraging that endeavor. Barry Bakin Pacoima Skills Center Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [ mailto:technology-bounces at nifl.gov ] On Behalf Of David J. Rosen Sent: Monday, August 13, 2007 11:31 AM To: The Technology and Literacy Discussion List Subject: [Technology 1210] Re: Prosessional Development Design & Developmentfor the 21st Century Hello Mark, and others, Thanks for your thoughts on the use of Second Life (SL) for adult literacy education. I hope you will share some of your group's research on "under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/environments for learning" and what you see as some of the opportunities and limitations of using Second Life. I would like to learn more about what "we need to advocate *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features." What features on SL do you think are worthwhile? What other features should we be advocating for? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.burkett at franklin.kyschools.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to gradplan1 at gmail.com -- Cindy Holden High School Liaison Learning Works Windham 167 Main Street Brattleboro, VT 05301 (802) 257-9449 extension 106 (802) 257-3762 fax cholden at vtadultlearning.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070831/c8111f99/attachment.html From gspangenberg at caalusa.org Tue Sep 4 08:58:52 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Tue, 4 Sep 2007 08:58:52 -0400 Subject: [Technology 1256] Reder Policy Brief for Commission released Message-ID: <6D966932-3686-40D1-AB73-7F9285037A0B@caalusa.org> New York, NY, 9/4/07 -- The National Commission on Adult Literacy today released ADULT EDUCATION AND POSTSECONDARY SUCCESS by Steve Reder of Portland State University and the National Center for the Study of Adult Learning and Literacy. The policy brief was presented at the Commission's third meeting on August 20, 2007. It examines GED holders in comparison to their counterparts who have received a high school diploma as well as those with no high school credential. The comparisons are made in terms of long-term postsecondary education outcomes. The author makes numerous recommendations for expanding and restructuring the adult education system, with the goal of college readiness and success in mind. [September 4, 2007, 29 pages, publ. Council for Advancement of Adult Literacy] This document and others that have been released are available from the Publications page of the National Commission website: http:// www.nationalcommissiononadultliteracy.org/pandp.html. Over the next 2-3 weeks, three additional documents will be released: a policy brief by Julie Strawn of the Center for Law and Social Policy (Policies to Promote Adult Education and Postsecondary Alignment); a policy brief by education consultant James Parker (Workplace Education: Twenty State Perspectives); and a special perspectives paper developed by Tony Peyton of the National Center for Family Literacy (Family Literacy in Adult Education: The Federal and State Support Role). -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070904/75273c68/attachment.html From gspangenberg at caalusa.org Tue Sep 4 16:57:22 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Tue, 4 Sep 2007 16:57:22 -0400 Subject: [Technology 1257] Release of Commission Paper by James Parker Message-ID: New York, NY, 5:00 PM -- WORKPLACE EDUCATION: TWENTY STATE PERSPECTIVES, a paper prepared by education consultant James T. Parker for the National Commission on Adult Literacy, was released today. This Policy Brief was prepared for the Commission's third meeting on August 20, 2007 by education consultant James Parker (formerly of the U.S. Department of Education). It describes various aspects of current workplace education programs in 20 states: AR, CA, CT, FL, GA, IN, KY, LA, MA, MN, MS, NY, NC, OH, PA, SC, TX, VA, WV, and WI. It examines how the programs are funded; the level of effort in each case for the past two years; connections, partnerships, and/ or strategic plans implemented by workplace education programs; how states measure outcomes or determine success; the nature of workplace education outcomes achieved; challenges or barriers faced by the states; what the states consider to be the key elements of success in their workplace education efforts, and (8) what future policy options the states would like to consider. One section of the paper presents seven policy options from the author's perspective. In an appendix to the study, state profiles are given for the 20 states included. The document is available from the Commission website: http:// www.nationalcommissiononadultliteracy.org/pandp.html. From bonniesophia at sbcglobal.net Tue Sep 4 20:25:57 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Tue, 4 Sep 2007 17:25:57 -0700 (PDT) Subject: [Technology 1258] Re: Second Life for Survivor class In-Reply-To: <04E56D7139A45949A5435413801707A2101FF1@mailbe-la05.lausd.net> Message-ID: <681541.87919.qm@web83304.mail.sp1.yahoo.com> Thanks to those of you who posted about Second life. I'm eager to catch the npr broadcast, but the responses, especially Barry's, emphasized what I'm sure our esteemed chancellor didn't want to hear: that to use online environments successfully, it's not enough to say, "Hey, what a great idea to 'engage' our students who after all, are the Internet generation...', but requires a great deal of planning, training, and, yes, faculty professional development Bonnie "Bakin, Barry" wrote: Working in a computer lab or everyone having laptops would certainly be convenient, but students could benefit from using online environments even if a class only "visits" a computer lab once a week or there was only one laptop in a class with Internet access. The key would be how the instructor chooses to implement the educational tools online environments represent. The exercises and preparation the instructor does prior to a visit to the computer-lab, the exercises and practices that follow a visit to the computer-lab and the goals that the instructor has for the students must be adjusted to complement each individual class setting. The same activities that a class can do in a lab can be done with a single laptop. The instructor simply has to implement ways to provide access to all the students in the class through a rotational system. Barry Bakin ESL teacher Advisor, Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Bonnie Odiorne Sent: Thursday, August 30, 2007 3:00 PM To: The Technology and Literacy Discussion List Subject: [Technology 1251] Re: Second Life for Survivor class At a faculty meeting today the Chancellor was all on about online environments: Second Life was even mentioned, in terms of "engaging students in instruction." I know the pitfalls of asynchronous vs.synchronous environments, and fail to see how this could immediately impact classroom instruction unless one worked in a computer lab or everyone had laptops., Can anyone please enlighten? Bonnie Odiorne, Ph.D. Writig Center, Adjunct prof Post University Cindy J Holden wrote: I would like to use Second Life as a meeting space for some techie teens I am working with in a drop-out recovery program. Having gone in and experimented with the environment, I found I liked the challenge to my spatial intelligence. What I did not like was the billing notice ( 9.95) I got from Second Life. I thought one could explore for free and purchase real estate, etc. later. I have emailed to ask them why I would have received a bill. So far, no response. I will not use this tool with my students if they are going to be billed without their consent. On 8/24/07, Marian Thacher wrote: My 2 cents - it would be really fun for students who are already online gamers or used to an avatar environment, and pretty hard for those who are new to it. But I haven't tried it with learners. Has anyone? Also, I guess you would have to hook up with an organization that has land so you would have a place to meet. Not hard, but takes some looking around. How would others handle this? You definitely don't want to build your own environment! Marian Thacher OTAN www.otan.us The Technology and Literacy Discussion List < technology at nifl.gov> on Friday, August 24, 2007 at 6:24 AM -0800 wrote: Our freshman seminar is structuring its class as "Survivor," with tribes, tribal councils, challenges, and the like. We're using a wiki for group collaboration. Would "Second Life" work for that kind of environment? Bonnie Odiorne, Ph.D. adjunct professor, director, writing center Post University, Waterbury, CT Marian Thacher wrote: Right, Barry, Second Life is like Real Life in that way - you have to figure out your own mission - no small task sometimes! But if you were meeting your students in a particular area, and giving them an assignment, having a discussion, sending them on a quest or whatever, that would be their learning experience. You would be supplying the mission. Marian Thacher OTAN The Technology and Literacy Discussion List < technology at nifl.gov> on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: To Barry from another Barry, I think second life has merit to it, I think it is a lot like the game World of Warcraft, AKA WOW. A major difference I have noticed in my minimal time on the system is that there is no set purpose for an avatar to continue, as an example, in WOW after you decide who you will be, what you will wear, etc you are given a mission. As opposed to Second Life where I built my avatar and then essentially walked around, lost. If you were able to give your students directions to you virtually that may work. Do I have this wrong? Is a player given a sense of purpose and an idea of what they need to do to continue playing? Barry Burkett, Frankfort, KY -----Original Message----- From: technology-bounces at nifl.gov [ mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Monday, August 13, 2007 6:59 PM To: The Technology and Literacy Discussion List Subject: [Technology 1211] Re: Prosessional Development Design &Developmentfor the 21st Century I don't know if it's been mentioned in this forum or not but there's an interesting discussion taking place at Sylvia Martinez' blog on her experiences with using SL as an educator. It's worth looking at for some of the issues that she raises. You can read through her original posting as the responses at http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li fe/ Again, as David notes, my position is not one of saying one should use or not use Second Life but rather what would it take to get to the point that educators would want to invest their time to make this technology tool practical for the students they work with. Speaking as one who is extremely pleased to get something as basic as an email message from a student, it would take some doing to expect my students to be creating avatars and visiting educational sites on SL on their own. I'm not convinced yet that my time is well-spent on encouraging that endeavor. Barry Bakin Pacoima Skills Center Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov [ mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Monday, August 13, 2007 11:31 AM To: The Technology and Literacy Discussion List Subject: [Technology 1210] Re: Prosessional Development Design & Developmentfor the 21st Century Hello Mark, and others, Thanks for your thoughts on the use of Second Life (SL) for adult literacy education. I hope you will share some of your group's research on "under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/environments for learning" and what you see as some of the opportunities and limitations of using Second Life. I would like to learn more about what "we need to advocate *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features." What features on SL do you think are worthwhile? What other features should we be advocating for? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.burkett at franklin.kyschools.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to gradplan1 at gmail.com -- Cindy Holden High School Liaison Learning Works Windham 167 Main Street Brattleboro, VT 05301 (802) 257-9449 extension 106 (802) 257-3762 fax cholden at vtadultlearning.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070904/d3153c55/attachment.html From mthacher at otan.us Wed Sep 5 12:11:03 2007 From: mthacher at otan.us (Marian Thacher) Date: Wed, 05 Sep 2007 09:11:03 -0700 Subject: [Technology 1259] Tech Integration Self-Assessment available now Message-ID: The AdultEd Online project at www.adultedonline.org has launched a technology integration self-assessment for teachers. See how you are doing with using technology in your classroom, and what the possibilties are. There may be some here that you haven't considered before. The self-assessment takes about 15-20 minutes to complete, and if you wish you can continue, based on your results, to create a professional development plan for yourself and save it online. >From the link above you can register as a teacher or as an administrator. Administrators can invite teachers, track their results, and see aggregated results in order to plan professional development for a site or agency. There are two self-assessments on this Web site, the one for tech integration and also one for distance teaching, so be sure you are looking at technology integration. We will be discussing this new tool on this list in a few weeks, but I wanted you to know that it's available now, so please check it out when you have a chance. Our list moderator, Mariann Fedele, along with David Rosen, Jackie Taylor, and many others contributed much to the development of this tool, and we are eager to have people try it out. Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070905/13416c76/attachment.html From mmaralit at nifl.gov Thu Sep 6 08:34:46 2007 From: mmaralit at nifl.gov (Mary Jo Maralit) Date: Thu, 6 Sep 2007 08:34:46 -0400 (EDT) Subject: [Technology 1260] September 28 Webcast: From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults Message-ID: <20070906123446.EE8B411B4C@mail.nifl.gov> TOPIC: From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults WHEN: Friday, September 28, 2007 TIME: 1:30 PM - 2:45 PM Eastern Time 12:30 PM - 1:45 PM Central Time 11:30 AM - 12:45 PM Mountain Time 10:30 AM - 11:45 AM Pacific Time The National Institute for Literacy will host a webcast titled From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults on Friday, September 28, 2007. This webcast will present a practical and compelling rationale for the use of research-based principles for adult reading instruction. Dr. John Kruideiner, Dr. Rosalind Davidson, and Ms. Susan McShane will use two components of reading, word analysis and comprehension, as examples to illustrate research-based practices, focusing on specific assessment and instructional strategies derived from the research. Participants will learn about the direct link between research and evidence-based practice. The presenters also will explain how all four major components of reading provide a framework for assessing students' reading ability and how assessment results can lead to a program of instruction that improve students' reading. For more information, please contact info at nifl.gov or call 202-233-2025 or visit us online at http://www.nifl.gov/nifl/webcasts/assesspractice/webcast0928.html. Please note: This webcast will be archived on the Institute's website about two weeks after the event. From barry.bakin at lausd.net Wed Sep 5 18:32:14 2007 From: barry.bakin at lausd.net (Bakin, Barry) Date: Wed, 5 Sep 2007 15:32:14 -0700 Subject: [Technology 1261] Re: Second Life for Survivor class In-Reply-To: <681541.87919.qm@web83304.mail.sp1.yahoo.com> Message-ID: <04E56D7139A45949A5435413801707A273DC32@mailbe-la05.lausd.net> I just came across a blog (thanks to a mention on Classroom 2.0) by an educator (Kevin Jarrett) exploring with second life http://www.storyofmysecondlife.com/ that can certainly be of benefit to those wondering about whether or not to experiment with Second Life. Make sure you check out the video about the educational uses of Second Life that he links to on the page. (It's a youTube video so it will probably be blocked if you're accessing this message from a school). There's also a link to a video made by kids in Second Life that is quite amazing. The video the kids made is at http://youtube.com/watch?v=nK54WRu0jW4 It's also a youTube video so it will probably be blocked but it's worth watching from another location. The subject matter is horrific and moving (one child soldier's experience from abduction to rescue) but even disregarding the topic, it's a positive example of how virtual worlds can be used in education. I'm far from convinced yet that the positives of using Second Life as an educational tool so outweigh the negatives (for me) that I'm ready to invest the time and effort needed to implement doing so with my students, but this video certainly adds weight to the positive side of the equation. Barry Bakin ESL Teacher Adviser Division of Adult and Career Education Los Angeles Unified School District -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070905/44d7ca24/attachment.html From HUTCHIDM at gov.ns.ca Thu Sep 6 11:07:46 2007 From: HUTCHIDM at gov.ns.ca (D. Meredith Hutchings) Date: Thu, 06 Sep 2007 12:07:46 -0300 Subject: [Technology 1262] Re: Tech Integration Self-Assessment available now In-Reply-To: References: Message-ID: <46DFED91.6999.0014.0@gov.ns.ca> Hi all, Question from Canada: The login process requires a state and zip code. Anyway for a Canadian, or non-American, to try out this tool? Thanks- Meredith Meredith Hutchings Curriculum Consultant NS Department of Education Skills and Learning Branch Adult Education Division 4th Floor, 2021 Brunswick St. P.O. Box 578 Halifax, NS B3J 2S9 (902) 424-1881 phone (902) 424-1171 fax hutchidm at gov.ns.ca For more information about NSSAL: www.goNSSAL.ca( http://www.gonssal.ca/ ) 1-877-go-NSSAL (1-877-466- 7725) >>> "Marian Thacher" 9/5/2007 1:11 PM >>> The AdultEd Online project at www.adultedonline.org has launched a technology integration self-assessment for teachers. See how you are doing with using technology in your classroom, and what the possibilties are. There may be some here that you haven't considered before. The self-assessment takes about 15-20 minutes to complete, and if you wish you can continue, based on your results, to create a professional development plan for yourself and save it online. >From the link above you can register as a teacher or as an administrator. Administrators can invite teachers, track their results, and see aggregated results in order to plan professional development for a site or agency. There are two self-assessments on this Web site, the one for tech integration and also one for distance teaching, so be sure you are looking at technology integration. We will be discussing this new tool on this list in a few weeks, but I wanted you to know that it's available now, so please check it out when you have a chance. Our list moderator, Mariann Fedele, along with David Rosen, Jackie Taylor, and many others contributed much to the development of this tool, and we are eager to have people try it out. Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us From kbeall at onlyinternet.net Thu Sep 6 15:33:50 2007 From: kbeall at onlyinternet.net (Kaye Beall) Date: Thu, 6 Sep 2007 15:33:50 -0400 Subject: [Technology 1263] New from NCSALL Message-ID: <00ce01c7f0bc$da66b330$020ba8c0@your4105e587b6> Research Utilization in the Field of Adult Learning and Literacy: Lessons Learned by NCSALL About Connecting Practice, Policy, and Research By Cristine Smith, Beth Bingman, and Kaye Beall This occasional paper is a summary of what the staff of the NCSALL Dissemination Initiative learned about how to connect research, policy and practice in ways that promote evidence-based practice in the field of adult learning and literacy. Go to http://www.ncsall.net/?id=26#utilization to download the paper. **************** Kaye Beall World Education 6760 West Street Linn Grove, IN 46711 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070906/ab9468d9/attachment.html From mthacher at otan.us Thu Sep 6 16:33:01 2007 From: mthacher at otan.us (Marian Thacher) Date: Thu, 06 Sep 2007 13:33:01 -0700 Subject: [Technology 1264] Re: =?iso-8859-1?q?Tech_Integration_Self-Assessment_=09available_?= =?iso-8859-1?q?_now?= In-Reply-To: <46DFED91.6999.0014.0@gov.ns.ca> References: <,> <46DFED91.6999.0014.0@gov.ns.ca> Message-ID: Thanks for catching that, Meredith! We're working on it, and I'll let you know when it's fixed. Marian Thacher OTAN The Technology and Literacy Discussion List on Thursday, September 06, 2007 at 8:07 AM -0800 wrote: >Hi all, > >Question from Canada: The login process requires a state and zip code. >Anyway for a Canadian, or non-American, to try out this tool? > >Thanks- > >Meredith > >Meredith Hutchings >Curriculum Consultant >NS Department of Education >Skills and Learning Branch >Adult Education Division -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070906/954b52aa/attachment.html From LaFerlazzo at aol.com Thu Sep 6 23:59:33 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Thu, 6 Sep 2007 23:59:33 EDT Subject: [Technology 1265] Re: ESL "Carnival" Message-ID: Hi, Everybody, I know a number of people on this list have blogs, and I wanted to invite people to submit a blog posting for an ESL "Carnival" I'm hosting on my blog. A Carnival is basically a collection of posts from various blogs on a selected topic. All you have to do is pick a post you've written sometime over the past few months or one that you will write in September that you think is particularly insightul or helpful and that's related to teaching English Language Learners. Send the link to me by Sept. 30th and I'll post the collection shortly thereafter. If there's interest, we could continue this monthly or quarterly, each time hosted by a different blog. Here's a post I've written announcing it: _http://larryferlazzo.edublogs.org/2007/09/06/lets-start-an-esl-carnival/_ (http://larryferlazzo.edublogs.org/2007/09/06/lets-start-an-esl-carnival/) And here's a link to a recent "Carnival of Education" to give you an idea of what a Carnival might look like: _http://educationwonk.blogspot.com/2007/09/carnival-of-education-week-135.html _ (http://educationwonk.blogspot.com/2007/09/carnival-of-education-week-135.html) Larry Ferlazzo ************************************** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070906/4f1b0d9f/attachment.html From tsticht at znet.com Thu Sep 6 21:50:29 2007 From: tsticht at znet.com (tsticht at znet.com) Date: Thu, 06 Sep 2007 18:50:29 -0700 Subject: [Technology 1266] International Literacy Day and Health Message-ID: <1189129829.46e0ae65b38ab@webmail.znet.net> September 6, 2007 International Literacy Day and Health Tom Sticht International Consultant in Adult Education The theme for International Literacy Day September 8, 2007 is literacy and health. This is a theme that brings together two great scourges of the world today: illiteracy and ill health. But these are not new threats, nor is this the first time that illiteracy and ill health have been paired. Too often it is thought that literacy is something that one must first get before it can be applied to solving important problems like ill health. But that is a myth. The fact is that one can be developing literacy while also working towards better health. One can learn literacy and health information at the same time. Teaching Literacy in Health Contexts in Kentucky Teaching literacy and health together was clearly illustrated in the early part of the 20th century by Cora Wilson Stewart. She founded the Moonlight Schools of Kentucky to bring literacy to the illiterate country folk of Rowan County. In her Country Life Readers, First Book, Stewart (1915) taught reading using what today we would call a "whole language" approach integrated into a variety of functional contexts for the hill and hollow people of her county. One such functional context was health. In one lesson, she taught basic sight word reading using a lesson about the health problems caused by flies. The reading for the lesson went as follows: "Here you are, Mister Fly. I know where you have been. You have been in all kinds of places. You have been to the pig pen and to the cattle pen. You have been to the slops from the sick man. You have been feeding on a dead dog. Now you have come to bring the filth from all of these things to my table. I know what you will do with all this filth. You will drop it into my soup. You will put it in the baby's milk. You will put it on my bread. You will put it on my butter. You will drop it on the meat that I have cooked for dinner. If I let you live you will spoil our food. And if we eat it, we may all be sick. What shall I do? I will kill you, Mister Fly." Teaching Literacy in Health Contexts in India One of the greatest literacy educators of all times was Frank Laubach. Unlike Stewart, Laubach was a very strong proponent of phonics. However, like Stewart, Laubach engaged in teaching literacy in functional contexts, including the integrated teaching of reading and health information. Like Stewart's focus on diseases spread by flies, in one of his lessons for adults in India, Laubach dealt with diseases spread by mosquitoes (Laubach,& Laubach, 1960, p. 257). He called this Fiction with a Lesson. The reading accompanying the reading lesson read as follows: "Stop Mosquitoes! Mosquitoes carry malaria. Malaria makes many people very sick. Malaria may make you sick. It may make your child very sick. The best way to stop malaria is to kill the mosquitoes. Mosquitoes grow in still water. In the little streams and in the lakes the mosquitoes make their home. They like to live in the swamps too. They grow in wells that have no covers on them . Here are four ways that you can kill mosquitoes: 1. Drain the swamps . 2. If you can't drain swamps, pour oil on them . 3. Cover the wells . 4. Get fish for your lake . If you do these four things, soon the mosquitoes will die. You will not get sick with malaria. You will have good health. You will find that the work in killing mosquitoes will be worth the trouble. " [note: this is an abridged version of the reading passage for this lesson.] Teaching Literacy in Health Contexts in World War II During World War II, Paul Witty, a professor of reading instruction, was called upon to develop literacy programs for tunctionally illiterate soldiers. Using a whole word or whole language approach, Witty developed a number of innovations for teaching adult literacy, including the first comic strip for adults learning to read. In a special newspaper for soldiers learning to read, the September 1945 issue included a comic strip entitled Pvt. Pete Keeps Healthy. In this strip, the fictional soldier Private Pete and his sidekick, Daffy, discuss what to do after a long march: Daffy says: I'm glad that march is over, Pete. Pete: So am I. But if we keep fit, marches won't be hard for us. The first thing is to look for blisters. Another soldier says: That's right, Smith. Blisters can cripple any soldier unless he takes care of them. Every man is taught how to care for his feet That's part of first aid. After Daffy and Pete take off their clothes to take a shower, Daffy says: When do we use this foot powder, Pete? Pete says: We should use it after the shower, Daffy. It will keep us from getting athlete's foot. Waking up the next morning, Daffy says: Pete, I think I could lick the world this morning. Pete replies: It is all a matter of keeping fit. I feel the same way. This International Literacy Day, with its theme of literacy and health, adult literacy teachers are urged not to wait until adults have reached some arbitrary level of literacy before teaching them important health information. Instead, teach adults to read and write while they are also learning about health. This way, more adults can stop diseases spread by flies and mosquitoes, they can understand how to keep themselves and their families healthy, and both parents and children can wake up like Daffy and say, "I think I could lick the world this morning!" As Private Pete says, "Its all a matter of keeping fit!" Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, Ca 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net From mthacher at otan.us Fri Sep 7 12:30:53 2007 From: mthacher at otan.us (Marian Thacher) Date: Fri, 07 Sep 2007 09:30:53 -0700 Subject: [Technology 1267] Tech Integration Self-Assessment - available to all countries In-Reply-To: <46DFED91.6999.0014.0@gov.ns.ca> References: <,> <46DFED91.6999.0014.0@gov.ns.ca> Message-ID: Registration now requires a state and zip code only if you choose US as the country, and we look forward to users around the world trying out this self-assessment and professional development plan builder. http://www.adultedonline.org/ ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us The Technology and Literacy Discussion List on Thursday, September 06, 2007 at 8:07 AM -0800 wrote: >Hi all, > >Question from Canada: The login process requires a state and zip code. >Anyway for a Canadian, or non-American, to try out this tool? > >Thanks- > >Meredith > >Meredith Hutchings >Curriculum Consultant >NS Department of Education >Skills and Learning Branch >Adult Education Division >4th Floor, 2021 Brunswick St. >P.O. Box 578 >Halifax, NS B3J 2S9 >(902) 424-1881 phone >(902) 424-1171 fax >hutchidm at gov.ns.ca >For more information about NSSAL: www.goNSSAL.ca( http://www.gonssal.ca/ ) >1-877-go-NSSAL (1-877-466- 7725) > > >>>> "Marian Thacher" 9/5/2007 1:11 PM >>> >The AdultEd Online project at www.adultedonline.org has launched a >technology integration self-assessment for teachers. See how you are doing >with using technology in your classroom, and what the possibilties are. >There may be some here that you haven't considered before. The >self-assessment takes about 15-20 minutes to complete, and if you wish you >can continue, based on your results, to create a professional development >plan for yourself and save it online. > >>From the link above you can register as a teacher or as an administrator. >Administrators can invite teachers, track their results, and see >aggregated results in order to plan professional development for a site or >agency. > >There are two self-assessments on this Web site, the one for tech >integration and also one for distance teaching, so be sure you are looking >at technology integration. > >We will be discussing this new tool on this list in a few weeks, but I >wanted you to know that it's available now, so please check it out when >you have a chance. Our list moderator, Mariann Fedele, along with David >Rosen, Jackie Taylor, and many others contributed much to the development >of this tool, and we are eager to have people try it out. > >Marian >~~~~~~~~~~~~~~~~~ >Marian Thacher, OTAN >P.O. Box 269003 >Sacramento, CA 95826-9003 >(916) 228-2597 >www.otan.us > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070907/144f3621/attachment.html From andrewhitmore at yahoo.com Sat Sep 8 17:25:30 2007 From: andrewhitmore at yahoo.com (Andre Whitmore) Date: Sat, 8 Sep 2007 14:25:30 -0700 (PDT) Subject: [Technology 1268] Re: International Literacy Day and Health Message-ID: <734976.2034.qm@web32604.mail.mud.yahoo.com> I think that aligning literacy with health education is a "no brainer". It is a superb concept that should lead to real self-empowerment and autonomy. The only question that I have is that will people also be properly informed about alternative forms of healthcare such as some of the homeopathic clinics and treatments. My fear is that, if the pharmaceutical companies are sponsoring or funding these programs, much of the reading materials will be slanted to encourage people seek medical treatments that entail a lot of pill popping. This reminds me of the enigmatic question as to why public schools teach driver education. I find it best to answer this question with a question. Could it be that the automobile industry wants insure that it never runs out of potential customers? Nevertheless, if the pharmaceutical companies are behind this initiative to encourage health related literacy, most people go through an especially rewarding learning experience when they seek out the best form of treatment for any health complication. ----- Original Message ---- From: "tsticht at znet.com" To: assessment at nifl.org; englishlanguage at nifl.gov; familyliteracy at nifl.gov; focusonbasics at nifl.gov; healthliteracy at nifl.gov; learningdisabilities at nifl.gov; povertyracewomen at nifl.gov; professionaldevelopment at nifl.gov; specialtopics at nifl.gov; technology at nifl.gov; workplace at nifl.gov Sent: Thursday, September 6, 2007 9:50:29 PM Subject: [Technology 1266] International Literacy Day and Health September 6, 2007 International Literacy Day and Health Tom Sticht International Consultant in Adult Education The theme for International Literacy Day September 8, 2007 is literacy and health. This is a theme that brings together two great scourges of the world today: illiteracy and ill health. But these are not new threats, nor is this the first time that illiteracy and ill health have been paired. Too often it is thought that literacy is something that one must first get before it can be applied to solving important problems like ill health. But that is a myth. The fact is that one can be developing literacy while also working towards better health. One can learn literacy and health information at the same time. Teaching Literacy in Health Contexts in Kentucky Teaching literacy and health together was clearly illustrated in the early part of the 20th century by Cora Wilson Stewart. She founded the Moonlight Schools of Kentucky to bring literacy to the illiterate country folk of Rowan County. In her Country Life Readers, First Book, Stewart (1915) taught reading using what today we would call a "whole language" approach integrated into a variety of functional contexts for the hill and hollow people of her county. One such functional context was health. In one lesson, she taught basic sight word reading using a lesson about the health problems caused by flies. The reading for the lesson went as follows: "Here you are, Mister Fly. I know where you have been. You have been in all kinds of places. You have been to the pig pen and to the cattle pen. You have been to the slops from the sick man. You have been feeding on a dead dog. Now you have come to bring the filth from all of these things to my table. I know what you will do with all this filth. You will drop it into my soup. You will put it in the baby's milk. You will put it on my bread. You will put it on my butter. You will drop it on the meat that I have cooked for dinner. If I let you live you will spoil our food. And if we eat it, we may all be sick. What shall I do? I will kill you, Mister Fly." Teaching Literacy in Health Contexts in India One of the greatest literacy educators of all times was Frank Laubach. Unlike Stewart, Laubach was a very strong proponent of phonics. However, like Stewart, Laubach engaged in teaching literacy in functional contexts, including the integrated teaching of reading and health information. Like Stewart's focus on diseases spread by flies, in one of his lessons for adults in India, Laubach dealt with diseases spread by mosquitoes (Laubach,& Laubach, 1960, p. 257). He called this Fiction with a Lesson. The reading accompanying the reading lesson read as follows: "Stop Mosquitoes! Mosquitoes carry malaria. Malaria makes many people very sick. Malaria may make you sick. It may make your child very sick. The best way to stop malaria is to kill the mosquitoes. Mosquitoes grow in still water. In the little streams and in the lakes the mosquitoes make their home. They like to live in the swamps too. They grow in wells that have no covers on them?. Here are four ways that you can kill mosquitoes: 1. Drain the swamps?. 2. If you can't drain swamps, pour oil on them?. 3. Cover the wells?. 4. Get fish for your lake?. If you do these four things, soon the mosquitoes will die. You will not get sick with malaria. You will have good health. You will find that the work in killing mosquitoes will be worth the trouble. " [note: this is an abridged version of the reading passage for this lesson.] Teaching Literacy in Health Contexts in World War II During World War II, Paul Witty, a professor of reading instruction, was called upon to develop literacy programs for tunctionally illiterate soldiers. Using a whole word or whole language approach, Witty developed a number of innovations for teaching adult literacy, including the first comic strip for adults learning to read. In a special newspaper for soldiers learning to read, the September 1945 issue included a comic strip entitled Pvt. Pete Keeps Healthy. In this strip, the fictional soldier Private Pete and his sidekick, Daffy, discuss what to do after a long march: Daffy says: I'm glad that march is over, Pete. Pete: So am I. But if we keep fit, marches won't be hard for us. The first thing is to look for blisters. Another soldier says: That's right, Smith. Blisters can cripple any soldier unless he takes care of them. Every man is taught how to care for his feet?That's part of first aid. After Daffy and Pete take off their clothes to take a shower, Daffy says: When do we use this foot powder, Pete? Pete says: We should use it after the shower, Daffy. It will keep us from getting athlete's foot. ? Waking up the next morning, Daffy says: Pete, I think I could lick the world this morning. Pete replies: It is all a matter of keeping fit. I feel the same way. This International Literacy Day, with its theme of literacy and health, adult literacy teachers are urged not to wait until adults have reached some arbitrary level of literacy before teaching them important health information. Instead, teach adults to read and write while they are also learning about health. This way, more adults can stop diseases spread by flies and mosquitoes, they can understand how to keep themselves and their families healthy, and both parents and children can wake up like Daffy and say, "I think I could lick the world this morning!" As Private Pete says, "Its all a matter of keeping fit!" Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, Ca 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to andrewhitmore at yahoo.com ____________________________________________________________________________________ Take the Internet to Go: Yahoo!Go puts the Internet in your pocket: mail, news, photos & more. http://mobile.yahoo.com/go?refer=1GNXIC -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070908/ead22e28/attachment.html From andrewhitmore at yahoo.com Sun Sep 9 12:47:49 2007 From: andrewhitmore at yahoo.com (Andre Whitmore) Date: Sun, 9 Sep 2007 09:47:49 -0700 (PDT) Subject: [Technology 1269] Re: Second Life for Survivor class Message-ID: <229244.21096.qm@web32615.mail.mud.yahoo.com> Thanks for the resource link. This sounds very interesting and I am going to look into it. The name of the program (Second Life) has an intersting connotation that implies rebirth through education. Although you harbor reservations, the program seems to have good intentions. I would definitely like to know more. Thanks Andre ----- Original Message ---- From: "Bakin, Barry" To: The Technology and Literacy Discussion List Sent: Wednesday, September 5, 2007 6:32:14 PM Subject: [Technology 1261] Re: Second Life for Survivor class I just came across a blog (thanks to a mention on Classroom 2.0) by an educator (Kevin Jarrett) exploring with second life http://www.storyofmysecondlife.com/ that can certainly be of benefit to those wondering about whether or not to experiment with Second Life. Make sure you check out the video about the educational uses of Second Life that he links to on the page. (It's a youTube video so it will probably be blocked if you're accessing this message from a school). There's also a link to a video made by kids in Second Life that is quite amazing. The video the kids made is at http://youtube.com/watch?v=nK54WRu0jW4 It's also a youTube video so it will probably be blocked but it's worth watching from another location. The subject matter is horrific and moving (one child soldier's experience from abduction to rescue) but even disregarding the topic, it's a positive example of how virtual worlds can be used in education. I'm far from convinced yet that the positives of using Second Life as an educational tool so outweigh the negatives (for me) that I'm ready to invest the time and effort needed to implement doing so with my students, but this video certainly adds weight to the positive side of the equation. Barry Bakin ESL Teacher Adviser Division of Adult and Career Education Los Angeles Unified School District ____________________________________________________________________________________ Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online. http://smallbusiness.yahoo.com/webhosting -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070909/02cfbaad/attachment.html From gspangenberg at caalusa.org Sat Sep 8 10:43:21 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Sat, 8 Sep 2007 10:43:21 -0400 Subject: [Technology 1270] Commission Releases Family Literacy Paper Message-ID: <956F50A8-B74B-4C11-9BF9-74A956337A13@caalusa.org> September 8, 2007, New York, NY -- The National Commission on Adult Literacy has released a new paper, this one by Tony Peyton of the National Center for Family Literacy. Titled FAMILY LITERACY IN ADULT EDUCATION: The Federal and State Support Role, this special perspectives paper (15 pages) was prepared for the August 20 meeting of the Commission. The paper contains an Executive Summary and four major sections: (1) Making the Case: Why Provide Family Literacy Services; (2) Federal Support for Family Literacy; (3) Examples of State Family Literacy Initiatives; and (4) Issues & Recommendations. Among the five recommendations made by the author is that serious national and state attention should be given to the collection of comparable data about family literacy services, program types, funding, legislative provisions, and enrollments across the states, as well as research to fully demonstrate program outcomes. The paper is available at http://www.nationalcommissiononadultliteracy.org/ pandp.html. Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070908/4fc73fa7/attachment.html From mdyer at webster.edu Wed Sep 12 15:37:28 2007 From: mdyer at webster.edu (Maggie Dyer) Date: Wed, 12 Sep 2007 14:37:28 -0500 Subject: [Technology 1271] Engaging software for adult learners In-Reply-To: <00ce01c7f0bc$da66b330$020ba8c0@your4105e587b6> Message-ID: Hi, I?m posting this on behalf of someone who isn?t on the list and is currently experiencing some problems with her e-mail so she can?t get on it anytime soon. I know you all are a rich resource of information and if you can assist, we both would appreciate it. Here?s her request: Maggie, Thank you for sharing my question with the technology listserv. I am looking for suggestions for engaging, adult literacy software. We are expanding our literacy program to include computer labs so that we can immediately assist students that would normally be placed on our waiting list. I need software for adults and teens who are low literate. I have found software for our elementary aged students that is very engaging. However, much of the software I have previewed for older audiences is much dryer. I do not want something for children, but would like something interesting. Any suggestions? Thanks, Caroline Caroline Mitchell YMCA Literacy Council 2635 Gravois Ave. St. Louis, MO 63118 Ph: 314-776-7102 Fax: 314-776-6872 Thanks, Responses can be sent to me at or to I?ll compile responses for her and for the list if requested. Maggie Dyer -- Maggie Dyer LIFT-MO Missouri's Literacy Resource Center 815 Olive Street Suite 22 St. Louis, MO 63101 800-729-4443 (314) 678-4443 x 207 (314) 678-2938 fax http://www.lift-missouri.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070912/3be92ebf/attachment.html From ccuby1 at student.gsu.edu Wed Sep 12 17:03:36 2007 From: ccuby1 at student.gsu.edu (Crystal Anika Cuby) Date: Wed, 12 Sep 2007 17:03:36 -0400 Subject: [Technology 1271] Re: Tech Integration Self-Assessment Message-ID: <1189631016.e6f5124ccuby1@student.gsu.edu> I looked at the webiste that has been launched can see its usefulness, however, I wondered if anyone has any experience or success stories in using it for K-12 teachers to self-assess? Crystal Cuby Richardson Georgia State University -----Original Message----- From: technology-request at nifl.gov To: technology at nifl.gov Date: Sat, 08 Sep 2007 12:00:03 -0400 Subject: Technology Digest, Vol 24, Issue 6 Send Technology mailing list submissions to technology at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/technology or, via email, send a message with subject or body 'help' to technology-request at nifl.gov You can reach the person managing the list at technology-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of Technology digest..." Today's Topics: 1. [Technology 1267] Tech Integration Self-Assessment - available to all countries (Marian Thacher) ---------------------------------------------------------------------- Message: 1 Date: Fri, 07 Sep 2007 09:30:53 -0700 From: "Marian Thacher" Subject: [Technology 1267] Tech Integration Self-Assessment - available to all countries To: "The Technology and Literacy Discussion List" Cc: technology at nifl.gov Message-ID: Content-Type: text/plain; charset="iso-8859-1" Registration now requires a state and zip code only if you choose US as the country, and we look forward to users around the world trying out this self-assessment and professional development plan builder. http://www.adultedonline.org/ ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us The Technology and Literacy Discussion List on Thursday, September 06, 2007 at 8:07 AM -0800 wrote: >Hi all, > >Question from Canada: The login process requires a state and zip code. >Anyway for a Canadian, or non-American, to try out this tool? > >Thanks- > >Meredith > >Meredith Hutchings >Curriculum Consultant >NS Department of Education >Skills and Learning Branch >Adult Education Division >4th Floor, 2021 Brunswick St. >P.O. Box 578 >Halifax, NS B3J 2S9 >(902) 424-1881 phone >(902) 424-1171 fax >hutchidm at gov.ns.ca >For more information about NSSAL: www.goNSSAL.ca( http://www.gonssal.ca/ ) >1-877-go-NSSAL (1-877-466- 7725) > > >>>> "Marian Thacher" 9/5/2007 1:11 PM >>> >The AdultEd Online project at www.adultedonline.org has launched a >technology integration self-assessment for teachers. See how you are doing >with using technology in your classroom, and what the possibilties are. >There may be some here that you haven't considered before. The >self-assessment takes about 15-20 minutes to complete, and if you wish you >can continue, based on your results, to create a professional development >plan for yourself and save it online. > >>From the link above you can register as a teacher or as an administrator. >Administrators can invite teachers, track their results, and see >aggregated results in order to plan professional development for a site or >agency. > >There are two self-assessments on this Web site, the one for tech >integration and also one for distance teaching, so be sure you are looking >at technology integration. > >We will be discussing this new tool on this list in a few weeks, but I >wanted you to know that it's available now, so please check it out when >you have a chance. Our list moderator, Mariann Fedele, along with David >Rosen, Jackie Taylor, and many others contributed much to the development >of this tool, and we are eager to have people try it out. > >Marian >~~~~~~~~~~~~~~~~~ >Marian Thacher, OTAN >P.O. Box 269003 >Sacramento, CA 95826-9003 >(916) 228-2597 >www.otan.us > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070907/144f3621/attachment-0001.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology End of Technology Digest, Vol 24, Issue 6 ***************************************** From djrosen at comcast.net Wed Sep 12 17:04:11 2007 From: djrosen at comcast.net (David J. Rosen) Date: Wed, 12 Sep 2007 17:04:11 -0400 Subject: [Technology 1272] Re: Engaging software for adult learners In-Reply-To: References: Message-ID: <0E645024-1E40-4EE9-B7E4-8124324EBCD2@comcast.net> Hello Maggie, From time to time others have asked subscribers on this list the same question, so I'll reply to the list because I think the answer may be of interest to others, and because other subscribers may have ideas to add. I'll also post this answer, and if there are some, other answers on the Adult Literacy Education Wiki in the Technology section under Questions and Answers, for future reference. http://wiki.literacytent/org Will the software be used in a lab at the program site? If so, with teachers or tutors supervising its use? Or will it be used at a distance, from a home computer or library computer? Is Caroline looking for free or commercial software? Software online or installed on site? What does Caroline mean by "adult literacy"? Basic literacy for adults who cannot decode and encode? Adults with learning disabilities? Adults who need to learn English, but are fully literate in their first language? Adults who need basic skills brush up before taking the GED test? Adults who primarily need to improve their math skills? Or writing skills? Adults who are preparing for college? Will they be using the software independently or in pairs or groups? Where the software is used, will there be speakers or headphones? A headset with a microphone? Will there be a printer? I could go on... but I think you get the idea. The question can only be answered well by narrowing it down to the specific needs of the adult learners and circumstances of the learning. Perhaps Caroline could do this herself with a list of adult software. I will provide some below. However, it would be best for Caroline to preview these herself -- ideally if her students can, too -- to see if they are actually "engaging". What's engaging to Caroline might not be to the particular group of adult learners, and vice versa. For the lists of free and commercial, online and installable software, go to http://newsomeassociates.com Select "Publications" at the bottom of the page, then look at: 1) The Literacy List 2) Harnessing Technology to Serve Adult Literacy, and 3) Adult Literacy Education Software Recommendations These resources were all compiled with the recommendations of teachers, many of them on this discussion list. David J. Rosen djrosen at comcast.net On Sep 12, 2007, at 3:37 PM, Maggie Dyer wrote: > Hi, > > I?m posting this on behalf of someone who isn?t on the list and is > currently experiencing some problems with her e-mail so she can?t > get on it anytime soon. I know you all are a rich resource of > information and if you can assist, we both would appreciate it. > Here?s her request: > > Maggie, > > Thank you for sharing my question with the technology listserv. > > I am looking for suggestions for engaging, adult literacy > software. We are expanding our literacy program to include > computer labs so that we can immediately assist students that would > normally be placed on our waiting list. I need software for adults > and teens who are low literate. I have found software for our > elementary aged students that is very engaging. However, much of > the software I have previewed for older audiences is much dryer. I > do not want something for children, but would like something > interesting. Any suggestions? > > Thanks, > Caroline > > Caroline Mitchell > YMCA Literacy Council > 2635 Gravois Ave. > St. Louis, MO 63118 > Ph: 314-776-7102 > Fax: 314-776-6872 > > Thanks, > > Responses can be sent to me at or to > > I?ll compile responses for her and for the list if requested. > > Maggie Dyer > -- > Maggie Dyer > LIFT-MO > Missouri's Literacy Resource Center > 815 Olive Street > Suite 22 > St. Louis, MO 63101 > 800-729-4443 > (314) 678-4443 x 207 > (314) 678-2938 fax > http://www.lift-missouri.org > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net From barry.baer at comcast.net Wed Sep 12 17:30:38 2007 From: barry.baer at comcast.net (barry.baer at comcast.net) Date: Wed, 12 Sep 2007 21:30:38 +0000 Subject: [Technology 1273] Re: Engaging software for adult learners Message-ID: <091220072130.21269.46E85A7E000822B60000531522007374789D0A0E0DD2979D9D0E0D@comcast.net> If you are interested in the work we are doing with workforce centers, ABE's and Non-profits related to engaging adult literacy software please feel free to contactus Barry Baer 877-822-8578 -------------- Original message -------------- From: Maggie Dyer Hi, I?m posting this on behalf of someone who isn?t on the list and is currently experiencing some problems with her e-mail so she can?t get on it anytime soon. I know you all are a rich resource of information and if you can assist, we both would appreciate it. Here?s her request: Maggie, Thank you for sharing my question with the technology listserv. I am looking for suggestions for engaging, adult literacy software. We are expanding our literacy program to include computer labs so that we can immediately assist students that would normally be placed on our waiting list. I need software for adults and teens who are low literate. I have found software for our elementary aged students that is very engaging. However, much of the software I have previewed for older audiences is much dryer. I do not want something for children, but would like something interesting. Any suggestions? Thanks, Caroline Caroline Mitchell YMCA Literacy Council 2635 Gravois Ave. St. Louis, MO 63118 Ph: 314-776-7102 Fax: 314-776-6872 Thanks, Responses can be sent to me at or to I?ll compile responses for her and for the list if requested. Maggie Dyer -- Maggie Dyer LIFT-MO Missouri's Literacy Resource Center 815 Olive Street Suite 22 St. Louis, MO 63101 800-729-4443 (314) 678-4443 x 207 (314) 678-2938 fax http://www.lift-missouri.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070912/953c6072/attachment.html -------------- next part -------------- An embedded message was scrubbed... From: Maggie Dyer Subject: [Technology 1271] Engaging software for adult learners Date: Wed, 12 Sep 2007 20:40:05 +0000 Size: 858 Url: http://www.nifl.gov/pipermail/technology/attachments/20070912/953c6072/attachment.mht From djrosen at comcast.net Thu Sep 13 13:50:11 2007 From: djrosen at comcast.net (David J. Rosen) Date: Thu, 13 Sep 2007 13:50:11 -0400 Subject: [Technology 1274] 2007-2008 International Classroom Virtual Visit Project Message-ID: <0122B345-3693-4B80-99C2-AE93BDC64E31@comcast.net> Dear Colleague, The International Classroom Virtual Visit (Virtual School) project is beginning its ninth year, linking classrooms across the world to enable students to meet each other virtually, share information about their cultures, their classrooms, and their communities, and to build cultural understanding. Classes can include English as a Second or Other Language (ESOL/ESL), Adult Basic Education (ABE, GED), elementary or secondary education, or family literacy. Students can be from age seven to adult. As in past years, we hope classes will engage in lively written discussion, and possibly choose a film, book or current event to discuss. We have a free wiki, so classes don't have to create their own web pages, and we will help teachers to use free Internet telephony so their classes can talk to each other if they can find a time that works to do that. If you would like to participate in this year's project, 1. Sign up on the I.C.V.V. e-list by going to: http://lists.literacytent.org/mailman/listinfo/icvv Scroll down the page to choose an ID and password. That's it, easy and free. 2. Once you receive confirmation that you are on the I.C.V.V. e-list, send an e-mail to: icvv at lists.literacytent.org indicating your interest in participating this year. Be sure to describe your class, when it will begin, and what age group or nationality you would prefer to partner with. If you would like to look at classroom virtual visit projects from previous years go to: http://www.otan.us/webfarm/emailproject/school.htm and then, for example, choose http://www.otan.us/webfarm/emailproject/school2003.htm or http://beginning2.blogspot.com/ We look forward to your joining the project. Let one of us know if you have questions. All the best, David J. Rosen djrosen at comcast.net Susan Gaer sgaer at yahoo.com From djrosen at comcast.net Thu Sep 13 13:57:25 2007 From: djrosen at comcast.net (David J. Rosen) Date: Thu, 13 Sep 2007 13:57:25 -0400 Subject: [Technology 1275] Re: Tech Integration Self-Assessment In-Reply-To: <1189631016.e6f5124ccuby1@student.gsu.edu> References: <1189631016.e6f5124ccuby1@student.gsu.edu> Message-ID: <2226FB4B-1D8E-4052-9228-1B2A8D2CC12E@comcast.net> Crystal, You wrote: > I looked at the website that has been launched can see its > usefulness, however, I wondered if anyone has any experience or > success stories in using it for K-12 teachers to self-assess? > > Crystal Cuby Richardson > Georgia State University The Technology Integration Self-assessment (TISA) section of adultedonline.org is new, just launched at the end of August. It was field-tested with adult education practitioners (teachers and administrators) in several parts of the U.S. It was designed for adult education teachers. Nevertheless, it may be useful for K-12 teachers. Many of the competencies upon which the self assessment apply in K-12, I would think, and some of the on-line professional development learning resources, and many of the learning strategies apply to K-12. If you use it with K-12 teachers, let us (Marian Thacher in particular, mthacher at otan.us) know what you think. David J. Rosen djrosen at comcast.net From Tina_Luffman at yc.edu Wed Sep 12 18:16:46 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Wed, 12 Sep 2007 15:16:46 -0700 Subject: [Technology 1276] Re: Engaging software for adult learners In-Reply-To: References: Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070912/c7b1f3a9/attachment.html From jkguard at vcu.edu Thu Sep 13 14:29:23 2007 From: jkguard at vcu.edu (Jason Keith Guard/AC/VCU) Date: Thu, 13 Sep 2007 14:29:23 -0400 Subject: [Technology 1277] Re: Engaging software for adult learners In-Reply-To: Message-ID: One of the programs that my office is using for our statewide online GED program is GED Pathway, by LearnScape. I think this now comes with Skills Compass for lower level learners. It's all online, so there is no software to load. Also, GEDPathway.com is designed for adults and not repackaged for adults while still containing pictures of clowns and other childhood imagery. Some of the programs out there make that mistake. Pathway is self-directed, thus ideal for distance learning, because the program assigns lessons based on your performance on quizzes and tests. Jason Guard Assistant GED and Distance Learning Specialist Virginia Adult Learning Resource Center Virginia Commonwealth University 3600 West Broad Street, Suite 669 Richmond, VA 23230-4930 Phone: 1-800-237-0178 or 804-827-2635 Fax: 804-828-7539 Email: jkguard at vcu.edu www.valrc.org www.vaged.vcu.edu Tina_Luffman at yc.edu Sent by: technology-bounces at nifl.gov 09/13/2007 02:15 PM Please respond to The Technology and Literacy Discussion List To The Technology and Literacy Discussion List cc Subject [Technology 1276] Re: Engaging software for adult learners Hi Caroline, The richest and most engaging software we have for Adilt Basic Education at Yavapai College is Skills Tutor. If we had to own any one program, this would be it. You can purchase this software according to the level needed. The language goes below third grade with LL levels. Math and Reading begin at third grade level. We also have had great success with Reading Power Modules from Steck-Vaughn, but it is older, and I am not sure if it is still available for sale. Best wishes for your computer lab. At COABE last spring in Philadelphia, it appeared to me that across the country, most of the more successful GED Online classes have Skills Tutor as one of their software programs. Thanks, Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -----technology-bounces at nifl.gov wrote: ----- To: The Technology and Literacy Discussion List From: Maggie Dyer Sent by: technology-bounces at nifl.gov Date: 09/12/2007 12:37PM Subject: [Technology 1271] Engaging software for adult learners Hi, I?m posting this on behalf of someone who isn?t on the list and is currently experiencing some problems with her e-mail so she can?t get on it anytime soon. I know you all are a rich resource of information and if you can assist, we both would appreciate it. Here?s her request: Maggie, Thank you for sharing my question with the technology listserv. I am looking for suggestions for engaging, adult literacy software. We are expanding our literacy program to include computer labs so that we can immediately assist students that would normally be placed on our waiting list. I need software for adults and teens who are low literate. I have found software for our elementary aged students that is very engaging. However, much of the software I have previewed for older audiences is much dryer. I do not want something for children, but would like something interesting. Any suggestions? Thanks, Caroline Caroline Mitchell YMCA Literacy Council 2635 Gravois Ave. St. Louis, MO 63118 Ph: 314-776-7102 Fax: 314-776-6872 Thanks, Responses can be sent to me at or to I?ll compile responses for her and for the list if requested. Maggie Dyer -- Maggie Dyer LIFT-MO Missouri's Literacy Resource Center 815 Olive Street Suite 22 St. Louis, MO 63101 800-729-4443 (314) 678-4443 x 207 (314) 678-2938 fax http://www.lift-missouri.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jkguard at vcu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070913/4d27b820/attachment.html From EBrown at parkland.edu Thu Sep 13 14:51:27 2007 From: EBrown at parkland.edu (Evelyn Brown) Date: Thu, 13 Sep 2007 13:51:27 -0500 Subject: [Technology 1278] Re: Engaging software for adult learners In-Reply-To: References: Message-ID: <46E9405E.A3CD.0046.0@parkland.edu> I would suggest you take a look at ModuMath Evelyn Evelyn Brown Academic Development Specialist Parkland College 2400 West Bradley Champaign, IL 61821 217.351.2587 ebrown at parkland.edu >>> 9/12/2007 5:16 PM >>> Hi Caroline, The richest and most engaging software we have for Adilt Basic Education at Yavapai College is Skills Tutor. If we had to own any one program, this would be it. You can purchase this software according to the level needed. The language goes below third grade with LL levels. Math and Reading begin at third grade level. We also have had great success with Reading Power Modules from Steck-Vaughn, but it is older, and I am not sure if it is still available for sale. Best wishes for your computer lab. At COABE last spring in Philadelphia, it appeared to me that across the country, most of the more successful GED Online classes have Skills Tutor as one of their software programs. Thanks, Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -----technology-bounces at nifl.gov wrote: ----- To: The Technology and Literacy Discussion List From: Maggie Dyer Sent by: technology-bounces at nifl.gov Date: 09/12/2007 12:37PM Subject: [Technology 1271] Engaging software for adult learners Hi, I?m posting this on behalf of someone who isn?t on the list and is currently experiencing some problems with her e-mail so she can?t get on it anytime soon. I know you all are a rich resource of information and if you can assist, we both would appreciate it. Here?s her request: Maggie, Thank you for sharing my question with the technology listserv. I am looking for suggestions for engaging, adult literacy software. We are expanding our literacy program to include computer labs so that we can immediately assist students that would normally be placed on our waiting list. I need software for adults and teens who are low literate. I have found software for our elementary aged students that is very engaging. However, much of the software I have previewed for older audiences is much dryer. I do not want something for children, but would like something interesting. Any suggestions? Thanks, Caroline Caroline Mitchell YMCA Literacy Council 2635 Gravois Ave. St. Louis, MO 63118 Ph: 314-776-7102 Fax: 314-776-6872 Thanks, Responses can be sent to me at or to I?ll compile responses for her and for the list if requested. Maggie Dyer -- Maggie Dyer LIFT-MO Missouri's Literacy Resource Center 815 Olive Street Suite 22 St. Louis, MO 63101 800-729-4443 (314) 678-4443 x 207 (314) 678-2938 fax http://www.lift-missouri.org ( http://www.lift-missouri.org/ ) ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu From HUTCHIDM at gov.ns.ca Fri Sep 14 08:58:47 2007 From: HUTCHIDM at gov.ns.ca (D. Meredith Hutchings) Date: Fri, 14 Sep 2007 09:58:47 -0300 Subject: [Technology 1279] Re: Tech Integration Self-Assessment In-Reply-To: <2226FB4B-1D8E-4052-9228-1B2A8D2CC12E@comcast.net> References: <1189631016.e6f5124ccuby1@student.gsu.edu> <2226FB4B-1D8E-4052-9228-1B2A8D2CC12E@comcast.net> Message-ID: <46EA5B57.6999.0014.0@gov.ns.ca> Hi Marian, Thanks for making the change to the login. I like the tool and especially the emphasis and straight forward messaging about the importance of establishing a relationship in distance ed courses. For the last few years, I have been teaching an online portfolio/ business communication course with military students. I found the fastest way to build the kind of rapport that you build in the classroom is through asking students to write pride stories. Students send me their brainstorm list as well as their completed story. Seems to be a great way to quick start a respectful relationship. Meredith Meredith Hutchings Curriculum Consultant NS Department of Education Skills and Learning Branch Adult Education Division 4th Floor, 2021 Brunswick St. P.O. Box 578 Halifax, NS B3J 2S9 (902) 424-1881 phone (902) 424-1171 fax hutchidm at gov.ns.ca For more information about NSSAL: www.goNSSAL.ca( http://www.gonssal.ca/ ) 1-877-go-NSSAL (1-877-466- 7725) >>> David J.Rosen 9/13/2007 2:57 PM >>> Crystal, You wrote: > I looked at the website that has been launched can see its > usefulness, however, I wondered if anyone has any experience or > success stories in using it for K-12 teachers to self-assess? > > Crystal Cuby Richardson > Georgia State University The Technology Integration Self-assessment (TISA) section of adultedonline.org is new, just launched at the end of August. It was field-tested with adult education practitioners (teachers and administrators) in several parts of the U.S. It was designed for adult education teachers. Nevertheless, it may be useful for K-12 teachers. Many of the competencies upon which the self assessment apply in K-12, I would think, and some of the on-line professional development learning resources, and many of the learning strategies apply to K-12. If you use it with K-12 teachers, let us (Marian Thacher in particular, mthacher at otan.us) know what you think. David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to hutchidm at gov.ns.ca From mthacher at otan.us Fri Sep 14 15:12:43 2007 From: mthacher at otan.us (Marian Thacher) Date: Fri, 14 Sep 2007 12:12:43 -0700 Subject: [Technology 1280] Re: Tech Integration Self-Assessment In-Reply-To: <46EA5B57.6999.0014.0@gov.ns.ca> References: <1189631016.e6f5124ccuby1@student.gsu.edu> <, > <2226FB4B-1D8E-4052-9228-1B2A8D2CC12E@comcast.net> <,> <46EA5B57.6999.0014.0@gov.ns.ca> Message-ID: Hi Meredith, I'm glad you had a chance to look at the self-assessments. I like your idea of having students write pride stories. I'm guessing you mean by that they write about an accomplishment or something in their life they are proud of. Do they share those with the other students in the class, or only with the instructor? I wonder what strategies other distance teachers have for building rapport without face to face contact. For those who are wondering, there are two self-assessments on the AdultEd Online site, www.adultedonline.org. One is about teaching at a distance, and the other is about using technology in the classroom. Meredith refers to the distance teaching self-assessment. Marian The Technology and Literacy Discussion List on Friday, September 14, 2007 at 5:58 AM -0800 wrote: >Hi Marian, > >Thanks for making the change to the login. > >I like the tool and especially the emphasis and straight forward >messaging about the importance of establishing a relationship in distance >ed courses. > >For the last few years, I have been teaching an online portfolio/ >business communication course with military students. I found the >fastest way to build the kind of rapport that you build in the classroom >is through asking students to write pride stories. Students send me >their brainstorm list as well as their completed story. Seems to be a >great way to quick start a respectful relationship. > >Meredith > > >Meredith Hutchings >Curriculum Consultant >NS Department of Education >Skills and Learning Branch >Adult Education Division >4th Floor, 2021 Brunswick St. >P.O. Box 578 >Halifax, NS B3J 2S9 >(902) 424-1881 phone >(902) 424-1171 fax >hutchidm at gov.ns.ca >For more information about NSSAL: www.goNSSAL.ca( http://www.gonssal.ca/ ) >1-877-go-NSSAL (1-877-466- 7725) > > >>>> David J.Rosen 9/13/2007 2:57 PM >>> >Crystal, > >You wrote: > >> I looked at the website that has been launched can see its >> usefulness, however, I wondered if anyone has any experience or >> success stories in using it for K-12 teachers to self-assess? >> >> Crystal Cuby Richardson >> Georgia State University > >The Technology Integration Self-assessment (TISA) section of >adultedonline.org is new, just launched at the end of August. It was >field-tested with adult education practitioners (teachers and >administrators) in several parts of the U.S. It was designed for >adult education teachers. Nevertheless, it may be useful for K-12 >teachers. Many of the competencies upon which the self assessment >apply in K-12, I would think, and some of the on-line professional >development learning resources, and many of the learning strategies >apply to K-12. > >If you use it with K-12 teachers, let us (Marian Thacher in >particular, mthacher at otan.us) know what you think. > >David J. Rosen >djrosen at comcast.net > > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to hutchidm at gov.ns.ca > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070914/cf5dfa29/attachment.html From LaFerlazzo at aol.com Sun Sep 16 19:15:10 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Sun, 16 Sep 2007 19:15:10 EDT Subject: [Technology 1281] Re: Home Computers Message-ID: Hi, Everybody, We just did assessments for the 35 students in our school who are using home computers and DSL to study English and our control group. The results look very good. I've written about it here: _http://www.bayworld.net/ferlazzo/homecomputerupdate.html_ (http://www.bayworld.net/ferlazzo/homecomputerupdate.html) Larry Ferlazzo _http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070916/79e348b0/attachment.html From jennfwms at aol.com Sun Sep 16 17:56:54 2007 From: jennfwms at aol.com (jennfwms at aol.com) Date: Sun, 16 Sep 2007 17:56:54 -0400 Subject: [Technology 1282] Re: Tech Integration Self-Assessment In-Reply-To: References: <1189631016.e6f5124ccuby1@student.gsu.edu> <, > <2226FB4B-1D8E-4052-9228-1B2A8D2CC12E@comcast.net> <, > <46EA5B57.6999.0014.0@gov.ns.ca> Message-ID: <8C9C6C3A0D7076E-DDC-60C2@webmail-md20.sysops.aol.com> Hi All: My name is Jennifer Williams and I recently started my first on-line course.?The instructor asked that we each create a website that described different things about ourselves and included? a picture. A link was created from our class page to the websites. It was a really great way to?actually connect a face with a name. Hope that is helpful. Jennifer Williams GA State University Hi Meredith, I'm glad you had a chance to look at the self-assessments. I like your idea of having students write pride stories. I'm guessing you mean by that they write about an accomplishment or something in their life they are proud of. Do they share those with the other students in the class, or only with the instructor? I wonder what strategies other distance teachers have for building rapport without face to face contact. For those who are wondering, there are two self-assessments on the AdultEd Online site, www.adultedonline.org. One is about teaching at a distance, and the other is about using technology in the classroom. Meredith refers to the distance teaching self-assessment. Marian The Technology and Literacy Discussion List on Friday, September 14, 2007 at 5:58 AM -0800 wrote: Hi Marian, Thanks for making the change to the login. I like the tool and especially the emphasis and straight forward messaging about the importance of establishing a relationship in distance ed courses. ? For the last few years, I have been teaching an online portfolio/ business communication course with military students. ?I found the fastest way to build the kind of rapport that you build in the classroom is through asking students to write pride stories. ?Students send me their brainstorm list as well as their completed story. ?Seems to be a great way to quick start a respectful relationship. Meredith ? Meredith Hutchings Curriculum Consultant NS Department of Education Skills and Learning Branch Adult Education Division 4th Floor, 2021 Brunswick St. P.O. Box 578 Halifax, NS B3J 2S9 (902) 424-1881 phone (902) 424-1171 fax hutchidm at gov.ns.ca For more information about NSSAL: www.goNSSAL.ca( http://www.gonssal.ca/?) 1-877-go-NSSAL (1-877-466- 7725) >>> David J.Rosen 9/13/2007 2:57 PM >>> Crystal, You wrote: > I looked at the website that has been launched can see its ? > usefulness, however, I wondered if anyone has any experience or ? > success stories in using it for K-12 teachers to self-assess? > > Crystal Cuby Richardson > Georgia State University The ?Technology Integration Self-assessment (TISA) ?section of ? adultedonline.org ?is new, just launched at the end of August. It was ? field-tested with adult education practitioners (teachers and ? administrators) in several parts of the U.S. ?It was designed for ? adult education teachers. Nevertheless, it may be useful for K-12 ? teachers. Many of the competencies upon which the self assessment ?? apply in K-12, I would think, and some of the on-line professional ? development learning resources, and many of the learning strategies ? apply to K-12. If you use it with K-12 teachers, let us (Marian Thacher in ? particular, mthacher at otan.us) know what you think. David J. Rosen djrosen at comcast.net? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov? To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology? Email delivered to hutchidm at gov.ns.ca ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jennfwms at aol.com -----Original Message----- From: Marian Thacher To: The Technology and Literacy Discussion List Sent: Fri, 14 Sep 2007 3:12 pm Subject: [Technology 1280] Re: Tech Integration Self-Assessment Hi Meredith, I'm glad you had a chance to look at the self-assessments. I like your idea of having students write pride stories. I'm guessing you mean by that they write about an accomplishment or something in their life they are proud of. Do they share those with the other students in the class, or only with the instructor? I wonder what strategies other distance teachers have for building rapport without face to face contact. For those who are wondering, there are two self-assessments on the AdultEd Online site, www.adultedonline.org. One is about teaching at a distance, and the other is about using technology in the classroom. Meredith refers to the distance teaching self-assessment. Marian The Technology and Literacy Discussion List on Friday, September 14, 2007 at 5:58 AM -0800 wrote: Hi Marian, Thanks for making the change to the login. I like the tool and especially the emphasis and straight forward messaging about the importance of establishing a relationship in distance ed courses. ? For the last few years, I have been teaching an online portfolio/ business communication course with military students. ?I found the fastest way to build the kind of rapport that you build in the classroom is through asking students to write pride stories. ?Students send me their brainstorm list as well as their completed story. ?Seems to be a great way to quick start a respectful relationship. Meredith ? Meredith Hutchings Curriculum Consultant NS Department of Education Skills and Learning Branch Adult Education Division 4th Floor, 2021 Brunswick St. P.O. Box 578 Halifax, NS B3J 2S9 (902) 424-1881 phone (902) 424-1171 fax hutchidm at gov.ns.ca For more information about NSSAL: www.goNSSAL.ca( http://www.gonssal.ca/?) 1-877-go-NSSAL (1-877-466- 7725) >>> David J.Rosen 9/13/2007 2:57 PM >>> Crystal, You wrote: > I looked at the website that has been launched can see its ? > usefulness, however, I wondered if anyone has any experience or ? > success stories in using it for K-12 teachers to self-assess? > > Crystal Cuby Richardson > Georgia State University The ?Technology Integration Self-assessment (TISA) ?section of ? adultedonline.org ?is new, just launched at the end of August. It was ? field-tested with adult education practitioners (teachers and ? administrators) in several parts of the U.S. ?It was designed for ? adult education teachers. Nevertheless, it may be useful for K-12 ? teachers. Many of the competencies upon which the self assessment ?? apply in K-12, I would think, and some of the on-line professional ? development learning resources, and many of the learning strategies ? apply to K-12. If you use it with K-12 teachers, let us (Marian Thacher in ? particular, mthacher at otan.us) know what you think. David J. Rosen djrosen at comcast.net? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov? To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology? Email delivered to hutchidm at gov.ns.ca ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jennfwms at aol.com ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070916/9de06728/attachment.html From jennfwms at aol.com Sun Sep 16 18:08:11 2007 From: jennfwms at aol.com (jennfwms at aol.com) Date: Sun, 16 Sep 2007 18:08:11 -0400 Subject: [Technology 1283] Re: Second Life for Survivor class In-Reply-To: References: <738623.55134.qm@web83302.mail.sp1.yahoo.com> <7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com> Message-ID: <8C9C6C5346DFB22-DDC-6103@webmail-md20.sysops.aol.com> Hi: My name is Jennifer Williams and I am fascinated in this tool for business application and training purposes.?Does any one have any experience with its capabilities in a corporate space or can refer me to any resources?. Thanks Jennifer Williams GA State University -----Original Message----- From: Guckert-von Ehren, Denise A To: The Technology and Literacy Discussion List Sent: Fri, 31 Aug 2007 12:03 pm Subject: [Technology 1255] Re: Second Life for Survivor class I think the arrival of Second Life is a reality that we need to accept and understand, though I personally find it hard to embrace. I always check out new technologies, and did so with Second Life. I was incredibly frustrated and unsuccessful in achieving my goal, which was to explore the interface. It is fascinating to me that I have such poor skills (and patience) to use this software. ? Second Life is not just a technology; it's a social culture with many new rules to learn. You must interact with other people, who are represented (disguised...) as their avatars, and depend on them for help. While this is probably the aspect that makes Second Life so popular, and so different than other technologies, I have no patience for this kind of interaction and hate feeling dependent, either on people or on help files. Since I was exploring Second Life for work reasons only, not personal or entertainment value, I did not want to deal with a new social network and "reality" navigation. ?? That being said, the whole issue of Second Life as it compares to people entering new cultures, whether that be as an immigrant for study or work reasons to the United States (or going from a culture of poverty to middle class) is incredibly intriguing. ? From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Cindy J Holden Sent: Monday, August 27, 2007 3:59 PM To: The Technology and Literacy Discussion List Subject: [Technology 1241] Re: Second Life for Survivor class ? I would like to use Second Life as a meeting space for some techie teens I am working with in a drop-out recovery program. Having gone in and experimented with the environment, I found I liked the challenge to my spatial intelligence. What I did not like was the billing notice ( 9.95) I got from Second Life. I thought one could explore for free and purchase real estate, etc. later. I have emailed to ask them why I would have received a bill. So far, no response. I will not use this tool with my students if they are going to be billed without their consent. On 8/24/07, Marian Thacher wrote: My 2 cents - it would be really fun for students who are already online gamers or used to an avatar environment, and pretty hard for those who are new to it. But I haven't tried it with learners. Has anyone? Also, I guess you would have to hook up with an organization that has land so you would have a place to meet. Not hard, but takes some looking around. How would others handle this? You definitely don't want to build your own environment! Marian Thacher OTAN www.otan.us The Technology and Literacy Discussion List < technology at nifl.gov> on Friday, August 24, 2007 at 6:24 AM -0800 wrote: Our freshman seminar is structuring its class as "Survivor," with tribes, tribal councils, challenges, and the like. We're using a wiki for group collaboration. Would "Second Life" work for that kind of environment? Bonnie Odiorne, Ph.D. adjunct professor, director, writing center Post University, Waterbury, CT Marian Thacher wrote: ?? Right, Barry, Second Life is like Real Life in that way - you have to figure out your own mission - no small task sometimes! But if you were meeting your students in a particular area, and giving them an assignment, having a discussion, sending them on a quest or whatever, that would be their learning experience. You would be supplying the mission. Marian Thacher OTAN The Technology and Literacy Discussion List < technology at nifl.gov> on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: To Barry from another Barry, I think second life has merit to it, I think it is a lot like the game World of Warcraft, AKA WOW. A major difference I have noticed in my minimal time on the system is that there is no set purpose for an avatar to continue, as an example, in WOW after you decide who you will be, what you will wear, etc you are given a mission. ?As opposed to Second Life where I built my avatar and then essentially walked around, lost. If you were able to give your students directions to you virtually that may work. Do I have this wrong? ?Is a player given a sense of purpose and an idea of what they need to do to continue playing? Barry Burkett, Frankfort, KY -----Original Message----- From: technology-bounces at nifl.gov?[ mailto:technology-bounces at nifl.gov] On Behalf Of Bakin, Barry Sent: Monday, August 13, 2007 6:59 PM To: The Technology and Literacy Discussion List Subject: [Technology 1211] Re: Prosessional Development Design &Developmentfor the 21st Century I don't know if it's been mentioned in this forum or not but there's an interesting discussion taking place at Sylvia Martinez' blog on her experiences with using SL as an educator. ?It's worth looking at for some of the issues that she raises. You can read through her original posting as the responses at http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li fe/ ?Again, as David notes, my position is not one of saying one should use or not use Second Life but rather what would it take to get to the point that educators would want to invest their time to make this technology tool practical for the students they work with. ?Speaking as one who is extremely pleased to get something as basic as an email message from a student, it would take some doing to expect my students to be creating avatars and visiting educational sites on SL on their own. ?I'm not convinced yet that my time is well-spent on encouraging that endeavor. ? Barry Bakin Pacoima Skills Center Division of Adult and Career Education, Los Angeles Unified School District -----Original Message----- From: technology-bounces at nifl.gov?[ mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Monday, August 13, 2007 11:31 AM To: The Technology and Literacy Discussion List Subject: [Technology 1210] Re: Prosessional Development Design & Developmentfor the 21st Century Hello Mark, and others, Thanks for your thoughts on the use of Second Life (SL) for adult literacy education. I hope you will share some of your group's research on "under what conditions and for what purposes 3DVR might be more appropriate or effective than other tools/environments for learning" and what you see as some of the opportunities and limitations of using Second Life. I would like to learn more about what ?"we need to advocate *for* educators *to* vendors like Linden Labs, so they build in more education-appropriate features." What features on SL do you think are worthwhile? What other features should we be advocating for? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to barry.burkett at franklin.kyschools.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to gradplan1 at gmail.com -- Cindy Holden High School Liaison Learning Works Windham 167 Main Street Brattleboro, VT 05301 (802) 257-9449 extension 106 (802) 257-3762 fax cholden at vtadultlearning.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jennfwms at aol.com ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070916/9b7acbdd/attachment.html From kbeall at onlyinternet.net Fri Sep 14 22:54:00 2007 From: kbeall at onlyinternet.net (Kaye Beall) Date: Fri, 14 Sep 2007 22:54:00 -0400 Subject: [Technology 1284] Change Agent "Call for Articles" and "Call for Artists" -- please forward widely Message-ID: <00bc01c7f743$aaf9b6f0$020ba8c0@your4105e587b6> Change Agent CALL FOR ARTICLES Theme: Voting and Advocacy Voting is one of the most fundamental ways to participate in democracy. Even those who cannot vote can still be a part of elections in other ways. Speaking up about issues that matter to you is also an important part of civic life. We are interested in hearing from teachers and adult learners about their experiences with voting or advocating to change public policy. The writings will be considered for a non-partisan edition on Voting and Advocacy that aims to provide adult educators and learners with re-usable materials that encourage activism, advocacy, and informed voting. Questions for students and teachers to think about (please choose one question to write on): ? Have you recently voted in an election? What motivated you to do so? Why vote? ? Have you ever been involved in calling, writing or visiting your elected representatives? What was the situation? How did you feel? What difference did it make? ? If you can?t vote but you?re politically active, tell us what you do to get involved in elections or support candidates or campaigns? ? Have you ever spoken up for something you believe in? What was it? What was your experience? What other channels (besides voting) have you used to make your voice heard? ? What do you think about the U.S. electoral system? Feel free to comment on any relevant elements, such as representative democracy, the electoral college, the two-party system, etc. ? Some people are not allowed to vote, such as those who are under 18, those who do not have citizenship, and (in some states) those who have committed felonies. What do you think about this? ? Teachers, are you organizing your students to vote or advocate for changes in the program, the community, the state, or the nation? Tell us what you are doing, what progress you?re making, and how students are responding to these activities. ? Write to us about successful lessons you?ve used in your classroom on voting or advocacy. Send us a lesson plan or lesson description that other teachers could use. All articles must be received by November 12, 2007. All articles will be considered. Suggested length is 500-1,200 words. Final decisions are made by The Change Agent editorial board. A stipend of $50 will be paid to each adult education student whose work is accepted for publication in this issue. Please send material (preferably by email) to: Cynthia Peters, Editor New England Literacy Resource Center/World Education 44 Farnsworth St., Boston, MA 02210 Phone: 617-482-9485 fax: 617-482-0617; email: cpeters at worlded.org The mission of The Change Agent is to provide news, issues, ideas, and other teaching resources that inspire and enable adult educators and learners to make civic participation and social justice concerns part of their teaching and learning. It is published by the New England Literacy Resource Center at World Education. www.nelrc.org/changeagent Are you an Adult Education Student who is also an Artist Illustrator Cartoonist Graffiti Artist Computer Graphic Artist or Calligrapher ???? The Change Agent - a social justice magazine for adult learners and adult educators - comes out twice a year. We are looking for artwork, illustrations, and innovative designs to accompany articles in upcoming issues. Please submit a sample of your work. We will keep your name and work on file and we will call you to solicit your help with designing and illustrating future articles. If we use your work, we will pay a stipend of $50. Contact Cynthia Peters at cpeters at worlded.org or 617-482-9485. Send your samples to The Change Agent, 44 Farnsworth St., Boston, MA 02210. Learn more about The Change Agent at www.nelrc.org/changeagent. **************** Kaye Beall World Education 6760 West Street Linn Grove, IN 46711 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070914/bf7e2e8c/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: call for articles - voting-advocacy.pdf Type: application/pdf Size: 250704 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070914/bf7e2e8c/attachment.pdf -------------- next part -------------- A non-text attachment was scrubbed... Name: artist call.pdf Type: application/pdf Size: 241290 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20070914/bf7e2e8c/attachment-0001.pdf From kbeall at onlyinternet.net Sat Sep 15 09:11:24 2007 From: kbeall at onlyinternet.net (Kaye Beall) Date: Sat, 15 Sep 2007 09:11:24 -0400 Subject: [Technology 1285] Change Agent "Call for Articles" and "Call for Artists" -- please forward widely Message-ID: <008201c7f799$eb75eea0$020ba8c0@your4105e587b6> Change Agent CALL FOR ARTICLES Theme: Voting and Advocacy Voting is one of the most fundamental ways to participate in democracy. Even those who cannot vote can still be a part of elections in other ways. Speaking up about issues that matter to you is also an important part of civic life. We are interested in hearing from teachers and adult learners about their experiences with voting or advocating to change public policy. The writings will be considered for a non-partisan edition on Voting and Advocacy that aims to provide adult educators and learners with re-usable materials that encourage activism, advocacy, and informed voting. Questions for students and teachers to think about (please choose one question to write on): ? Have you recently voted in an election? What motivated you to do so? Why vote? ? Have you ever been involved in calling, writing or visiting your elected representatives? What was the situation? How did you feel? What difference did it make? ? If you can?t vote but you?re politically active, tell us what you do to get involved in elections or support candidates or campaigns? ? Have you ever spoken up for something you believe in? What was it? What was your experience? What other channels (besides voting) have you used to make your voice heard? ? What do you think about the U.S. electoral system? Feel free to comment on any relevant elements, such as representative democracy, the electoral college, the two-party system, etc. ? Some people are not allowed to vote, such as those who are under 18, those who do not have citizenship, and (in some states) those who have committed felonies. What do you think about this? ? Teachers, are you organizing your students to vote or advocate for changes in the program, the community, the state, or the nation? Tell us what you are doing, what progress you?re making, and how students are responding to these activities. ? Write to us about successful lessons you?ve used in your classroom on voting or advocacy. Send us a lesson plan or lesson description that other teachers could use. All articles must be received by November 12, 2007. All articles will be considered. Suggested length is 500-1,200 words. Final decisions are made by The Change Agent editorial board. A stipend of $50 will be paid to each adult education student whose work is accepted for publication in this issue. Please send material (preferably by email) to: Cynthia Peters, Editor New England Literacy Resource Center/World Education 44 Farnsworth St., Boston, MA 02210 Phone: 617-482-9485 fax: 617-482-0617; email: cpeters at worlded.org The mission of The Change Agent is to provide news, issues, ideas, and other teaching resources that inspire and enable adult educators and learners to make civic participation and social justice concerns part of their teaching and learning. It is published by the New England Literacy Resource Center at World Education. www.nelrc.org/changeagent Are you an Adult Education Student who is also an Artist Illustrator Cartoonist Graffiti Artist Computer Graphic Artist or Calligrapher ???? The Change Agent - a social justice magazine for adult learners and adult educators - comes out twice a year. We are looking for artwork, illustrations, and innovative designs to accompany articles in upcoming issues. Please submit a sample of your work. We will keep your name and work on file and we will call you to solicit your help with designing and illustrating future articles. If we use your work, we will pay a stipend of $50. Contact Cynthia Peters at cpeters at worlded.org or 617-482-9485. Send your samples to The Change Agent, 44 Farnsworth St., Boston, MA 02210. Learn more about The Change Agent at www.nelrc.org/changeagent. **************** Kaye Beall World Education 6760 West Street Linn Grove, IN 46711 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070915/06cffc12/attachment.html From williams_ma at 4j.lane.edu Mon Sep 17 11:24:21 2007 From: williams_ma at 4j.lane.edu (Marilyn Williams) Date: Mon, 17 Sep 2007 08:24:21 -0700 Subject: [Technology 1286] Re: Second Life for Survivor class In-Reply-To: <8C9C6C5346DFB22-DDC-6103@webmail-md20.sysops.aol.com> References: <738623.55134.qm@web83302.mail.sp1.yahoo.com> <7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com> <8C9C6C5346DFB22-DDC-6103@webmail-md20.sysops.aol.com> Message-ID: Hi Jennifer, Jonathon Richter at the University of Oregon has been doing quite a lot of work with Second Life and would be a great resource for you. Marilyn Marilyn Williams TILT Project Coordinator LA Technology Support Eugene School District, 4J 200 N. Monroe Eugene, OR, 97402 (541) 687-3678 ----- Original Message ----- From: jennfwms at aol.com Date: Monday, September 17, 2007 7:04 am Subject: [Technology 1283] Re: Second Life for Survivor class To: technology at nifl.gov > Hi: > > > > My name is Jennifer Williams and I am fascinated in this tool for > business application and training purposes.?Does any one have any > experience with its capabilities in a corporate space or can refer me > to any resources?. > > > > Thanks > > Jennifer Williams > > GA State University > > > > > > > -----Original Message----- > From: Guckert-von Ehren, Denise A > To: The Technology and Literacy Discussion List > Sent: Fri, 31 Aug 2007 12:03 pm > Subject: [Technology 1255] Re: Second Life for Survivor class > > > > > I think the arrival of Second Life is a reality that we need to accept > and understand, though I personally find it hard to embrace. I always > check out new technologies, and did so with Second Life. I was > incredibly frustrated and unsuccessful in achieving my goal, which was > to explore the interface. It is fascinating to me that I have such > poor skills (and patience) to use this software. > > ? > > Second Life is not just a technology; it's a social culture with many > new rules to learn. You must interact with other people, who are > represented (disguised...) as their avatars, and depend on them for > help. While this is probably the aspect that makes Second Life so > popular, and so different than other technologies, I have no patience > for this kind of interaction and hate feeling dependent, either on > people or on help files. Since I was exploring Second Life for work > reasons only, not personal or entertainment value, I did not want to > deal with a new social network and "reality" navigation. ?? > > > That being said, the whole issue of Second Life as it compares to > people entering new cultures, whether that be as an immigrant for > study or work reasons to the United States (or going from a culture of > poverty to middle class) is incredibly intriguing. > > ? > > > > > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Cindy J Holden > Sent: Monday, August 27, 2007 3:59 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1241] Re: Second Life for Survivor class > > > ? > > I would like to use Second Life as a meeting space for some techie > teens I am working with in a drop-out recovery program. Having gone in > and experimented with the environment, I found I liked the challenge > to my spatial intelligence. What I did not like was the billing notice > ( 9.95) I got from Second Life. I thought one could explore for free > and purchase real estate, etc. later. I have emailed to ask them why I > would have received a bill. So far, no response. I will not use this > tool with my students if they are going to be billed without their > consent. > > > > > > On 8/24/07, Marian Thacher wrote: > > > My 2 cents - it would be really fun for students who are already > online gamers or used to an avatar environment, and pretty hard for > those who are new to it. But I haven't tried it with learners. Has > anyone? > > Also, I guess you would have to hook up with an organization that has > land so you would have a place to meet. Not hard, but takes some > looking around. How would others handle this? You definitely don't > want to build your own environment! > > Marian Thacher > OTAN > www.otan.us > > The Technology and Literacy Discussion List < technology at nifl.gov> on > Friday, August 24, 2007 at 6:24 AM -0800 wrote: > Our freshman seminar is structuring its class as "Survivor," with > tribes, tribal councils, challenges, and the like. We're using a wiki > for group collaboration. Would "Second Life" work for that kind of > environment? > Bonnie Odiorne, Ph.D. adjunct professor, director, writing center > Post University, Waterbury, CT > > Marian Thacher wrote: > > > ?? > Right, Barry, Second Life is like Real Life in that way - you have to > figure out your own mission - no small task sometimes! > > > > > But if you were meeting your students in a particular area, and giving > them an assignment, having a discussion, sending them on a quest or > whatever, that would be their learning experience. You would be > supplying the mission. > > > > > Marian Thacher > > > > OTAN > > > > > The Technology and Literacy Discussion List < technology at nifl.gov> on > Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: > > > > To Barry from another Barry, > > > > > I think second life has merit to it, I think it is a lot like the game > > > > World of Warcraft, AKA WOW. A major difference I have noticed in my > > > > minimal time on the system is that there is no set purpose for an avatar > > > > to continue, as an example, in WOW after you decide who you will be, > > > > what you will wear, etc you are given a mission. ?As opposed to Second > > > > Life where I built my avatar and then essentially walked around, lost. > > > > > If you were able to give your students directions to you virtually that > > > > may work. > > > > > Do I have this wrong? ?Is a player given a sense of purpose and an idea > > > > of what they need to do to continue playing? > > > > > Barry Burkett, > > > > Frankfort, KY > > > > > -----Original Message----- > > > > From: technology-bounces at nifl.gov?[ > mailto:technology-bounces at nifl.gov] > > > > On Behalf Of Bakin, Barry > > > > Sent: Monday, August 13, 2007 6:59 PM > > > > To: The Technology and Literacy Discussion List > > > > Subject: [Technology 1211] Re: Prosessional Development Design > > > > &Developmentfor the 21st Century > > > > > I don't know if it's been mentioned in this forum or not but there's an > > > > interesting discussion taking place at Sylvia Martinez' blog on her > > > > experiences with using SL as an educator. ?It's worth looking at for > > > > some of the issues that she raises. You can read through her original > > > > posting as the responses at > > > > http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li > > fe/ ?Again, as David notes, my position is not one of saying one should > > > > use or not use Second Life but rather what would it take to get to the > > > > point that educators would want to invest their time to make this > > > > technology tool practical for the students they work with. ?Speaking as > > > > one who is extremely pleased to get something as basic as an email > > > > message from a student, it would take some doing to expect my students > > > > to be creating avatars and visiting educational sites on SL on their > > > > own. ?I'm not convinced yet that my time is well-spent on encouraging > > > > that endeavor. ? > > > > > Barry Bakin > > > > Pacoima Skills Center > > > > Division of Adult and Career Education, > > > > Los Angeles Unified School District > > > > > -----Original Message----- > > > > From: technology-bounces at nifl.gov?[ > mailto:technology-bounces at nifl.gov] > > > > On Behalf Of David J. Rosen > > > > Sent: Monday, August 13, 2007 11:31 AM > > > > To: The Technology and Literacy Discussion List > > > > Subject: [Technology 1210] Re: Prosessional Development Design & > > > > Developmentfor the 21st Century > > > > > > Hello Mark, and others, > > > > > Thanks for your thoughts on the use of Second Life (SL) for adult > > > > literacy education. I hope you will share some of your group's research > > > > on "under what conditions and for what purposes 3DVR might be more > > > > appropriate or effective than other tools/environments for learning" and > > > > what you see as some of the opportunities and limitations of using > > > > Second Life. I would like to learn more about what ?"we need to advocate > > > > *for* educators *to* vendors like Linden Labs, so they build in more > > > > education-appropriate features." What features on SL do you think are > > > > worthwhile? What other features should we be advocating for? > > > > ---------------------------------------------------- > > > > National Institute for Literacy > > > > Technology and Literacy mailing list > > > > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > > > > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to barry.burkett at franklin.kyschools.us > > > > > > ---------------------------------------------------- > > > > National Institute for Literacy > > > > Technology and Literacy mailing list > > > > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > > > Email delivered to mthacher at otan.us > > > > > ---------------------------------------------------- > > > > National Institute for Literacy > > > > Technology and Literacy mailing list > > > > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > > > Email delivered to bonniesophia at sbcglobal.net > > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > Email delivered to gradplan1 at gmail.com > > > > > > -- > Cindy Holden > High School Liaison > Learning Works Windham > 167 Main Street > Brattleboro, VT 05301 > > (802) 257-9449 extension 106 > (802) 257-3762 fax > cholden at vtadultlearning.org > > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to jennfwms at aol.com > > > ________________________________________________________________________ > Email and AIM finally together. You've gotta check out free AOL Mail! > - http://mail.aol.com > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > Email delivered to williams_ma at 4j.lane.edu From HUTCHIDM at gov.ns.ca Mon Sep 17 12:39:26 2007 From: HUTCHIDM at gov.ns.ca (D. Meredith Hutchings) Date: Mon, 17 Sep 2007 13:39:26 -0300 Subject: [Technology 1287] Building rapport In-Reply-To: <8C9C6C3A0D7076E-DDC-60C2@webmail-md20.sysops.aol.com> References: <1189631016.e6f5124ccuby1@student.gsu.edu> <, > <2226FB4B-1D8E-4052-9228-1B2A8D2CC12E@comcast.net> <, > <46EA5B57.6999.0014.0@gov.ns.ca> <8C9C6C3A0D7076E-DDC-60C2@webmail-md20.sysops.aol.com> Message-ID: <46EE838D.6999.0014.0@gov.ns.ca> Marian, Yes, the stories were about personal accomplishments, and they only shared these with the instructor. Not surprisingly, students who struggle with the craft of writing also seem to be more coherent when writing these personal success stories, so the stories became doubly useful. When they faltered with more formal business writing assignments, I could refer to their pride story as an example of their writing success. I miss being able to see the actual act of writing; the starts and the rewrites. I wish there was a way for students to hit a "record" button on their word processors, and for these files to be shared, so you could see their writing process. Meredith Meredith Hutchings Curriculum Consultant NS Department of Education hutchidm at gov.ns.ca For more information about NSSAL: www.goNSSAL.ca >>> 9/16/2007 6:56 PM >>> Hi All: My name is Jennifer Williams and I recently started my first on-line course.?The instructor asked that we each create a website that described different things about ourselves and included? a picture. A link was created from our class page to the websites. It was a really great way to?actually connect a face with a name. Hope that is helpful. Jennifer Williams GA State University Hi Meredith, I'm glad you had a chance to look at the self-assessments. I like your idea of having students write pride stories. I'm guessing you mean by that they write about an accomplishment or something in their life they are proud of. Do they share those with the other students in the class, or only with the instructor? I wonder what strategies other distance teachers have for building rapport without face to face contact. For those who are wondering, there are two self-assessments on the AdultEd Online site, www.adultedonline.org. One is about teaching at a distance, and the other is about using technology in the classroom. Meredith refers to the distance teaching self-assessment. Marian The Technology and Literacy Discussion List on Friday, September 14, 2007 at 5:58 AM -0800 wrote: Hi Marian, Thanks for making the change to the login. I like the tool and especially the emphasis and straight forward messaging about the importance of establishing a relationship in distance ed courses. ? For the last few years, I have been teaching an online portfolio/ business communication course with military students. ?I found the fastest way to build the kind of rapport that you build in the classroom is through asking students to write pride stories. ?Students send me their brainstorm list as well as their completed story. ?Seems to be a great way to quick start a respectful relationship. Meredith ? Meredith Hutchings Curriculum Consultant NS Department of Education Skills and Learning Branch Adult Education Division 4th Floor, 2021 Brunswick St. P.O. Box 578 Halifax, NS B3J 2S9 (902) 424-1881 phone (902) 424-1171 fax hutchidm at gov.ns.ca For more information about NSSAL: www.goNSSAL.ca( http://www.gonssal.ca/?) 1-877-go-NSSAL (1-877-466- 7725) >>> David J.Rosen 9/13/2007 2:57 PM >>> Crystal, You wrote: > I looked at the website that has been launched can see its ? > usefulness, however, I wondered if anyone has any experience or ? > success stories in using it for K-12 teachers to self-assess? > > Crystal Cuby Richardson > Georgia State University The ?Technology Integration Self-assessment (TISA) ?section of ? adultedonline.org ?is new, just launched at the end of August. It was ? field-tested with adult education practitioners (teachers and ? administrators) in several parts of the U.S. ?It was designed for ? adult education teachers. Nevertheless, it may be useful for K-12 ? teachers. Many of the competencies upon which the self assessment ?? apply in K-12, I would think, and some of the on-line professional ? development learning resources, and many of the learning strategies ? apply to K-12. If you use it with K-12 teachers, let us (Marian Thacher in ? particular, mthacher at otan.us) know what you think. David J. Rosen djrosen at comcast.net? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov? To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology? Email delivered to hutchidm at gov.ns.ca ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jennfwms at aol.com -----Original Message----- From: Marian Thacher To: The Technology and Literacy Discussion List Sent: Fri, 14 Sep 2007 3:12 pm Subject: [Technology 1280] Re: Tech Integration Self-Assessment Hi Meredith, I'm glad you had a chance to look at the self-assessments. I like your idea of having students write pride stories. I'm guessing you mean by that they write about an accomplishment or something in their life they are proud of. Do they share those with the other students in the class, or only with the instructor? I wonder what strategies other distance teachers have for building rapport without face to face contact. For those who are wondering, there are two self-assessments on the AdultEd Online site, www.adultedonline.org. One is about teaching at a distance, and the other is about using technology in the classroom. Meredith refers to the distance teaching self-assessment. Marian The Technology and Literacy Discussion List on Friday, September 14, 2007 at 5:58 AM -0800 wrote: Hi Marian, Thanks for making the change to the login. I like the tool and especially the emphasis and straight forward messaging about the importance of establishing a relationship in distance ed courses. ? For the last few years, I have been teaching an online portfolio/ business communication course with military students. ?I found the fastest way to build the kind of rapport that you build in the classroom is through asking students to write pride stories. ?Students send me their brainstorm list as well as their completed story. ?Seems to be a great way to quick start a respectful relationship. Meredith ? Meredith Hutchings Curriculum Consultant NS Department of Education Skills and Learning Branch Adult Education Division 4th Floor, 2021 Brunswick St. P.O. Box 578 Halifax, NS B3J 2S9 (902) 424-1881 phone (902) 424-1171 fax hutchidm at gov.ns.ca For more information about NSSAL: www.goNSSAL.ca( http://www.gonssal.ca/?) 1-877-go-NSSAL (1-877-466- 7725) >>> David J.Rosen 9/13/2007 2:57 PM >>> Crystal, You wrote: > I looked at the website that has been launched can see its ? > usefulness, however, I wondered if anyone has any experience or ? > success stories in using it for K-12 teachers to self-assess? > > Crystal Cuby Richardson > Georgia State University The ?Technology Integration Self-assessment (TISA) ?section of ? adultedonline.org ?is new, just launched at the end of August. It was ? field-tested with adult education practitioners (teachers and ? administrators) in several parts of the U.S. ?It was designed for ? adult education teachers. Nevertheless, it may be useful for K-12 ? teachers. Many of the competencies upon which the self assessment ?? apply in K-12, I would think, and some of the on-line professional ? development learning resources, and many of the learning strategies ? apply to K-12. If you use it with K-12 teachers, let us (Marian Thacher in ? particular, mthacher at otan.us) know what you think. David J. Rosen djrosen at comcast.net? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov? To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology? Email delivered to hutchidm at gov.ns.ca ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jennfwms at aol.com ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com From djrosen at comcast.net Mon Sep 17 11:31:04 2007 From: djrosen at comcast.net (David J. Rosen) Date: Mon, 17 Sep 2007 11:31:04 -0400 Subject: [Technology 1288] Second Life Adult Education Explorers In-Reply-To: <8C9C6C5346DFB22-DDC-6103@webmail-md20.sysops.aol.com> References: <738623.55134.qm@web83302.mail.sp1.yahoo.com> <7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com> <8C9C6C5346DFB22-DDC-6103@webmail-md20.sysops.aol.com> Message-ID: <35758120-39F6-447E-ACED-432266987D46@comcast.net> Technology Colleagues, Think of Second Life (SL) as new territory to explore. You have a map (that I have not found very useful). You have some guides (of varying degrees of usefulness). Sometimes you have other people -- their avatars at least -- who you can ask questions of. You have "islands" in SL that are devoted to a particular center or enterprise, some of them higher education and other education institutions. (What I haven't found (yet) are good destinations for adult educators.) And now you have adult education fellow travelers with whom to explore and learn about SL. Fifteen people, mostly adult literacy educators, are in a group that is exploring the potential of Second Life for Adult Education Professional Development. So far we have at least these two questions. 1. Is there anything on SL now that would be useful to adult literacy education teachers? If so, what? 2. Would SL be a good place to build an adult education professional development (PD) center, where teachers could find/take online PD courses, see videos of other teachers demonstrating good practices, meet and chat (shop talk), and/or do projects together? The frustrations that many have with SL (other than crashes, freezes and other technical problems) appear to be the "directionless", "purposeless" quality of the environment. As I see it, that's a superficial issue that could easily be addressed by providing clear directions in an adult education teacher entry portal Web page for adult educators. If there were a worthwhile purpose or goal, and a "destination" with some added value for teachers, getting there and navigating around would be relatively minor issues. With specific directions in the portal, one could limit the distracting and confusing variables. If you are interested in helping to answer either of the two questions above, join the Second Life Adult Educator Professional Development Explorer group (SLAPDE) group. Start, by going to http://slapde.pbwiki.com (password is "explore) Enter your first and last name and e-mail. From there you can follow directions to enrol in the SLAPDE Yahoo Group, and also to get onto SL. David J. Rosen djrosen at comcast.net > -----Original Message----- > From: Guckert-von Ehren, Denise A > To: The Technology and Literacy Discussion List > Sent: Fri, 31 Aug 2007 12:03 pm > Subject: [Technology 1255] Re: Second Life for Survivor class > > I think the arrival of Second Life is a reality that we need to > accept and understand, though I personally find it hard to embrace. > I always check out new technologies, and did so with Second Life. I > was incredibly frustrated and unsuccessful in achieving my goal, > which was to explore the interface. It is fascinating to me that I > have such poor skills (and patience) to use this software. > > Second Life is not just a technology; it's a social culture with > many new rules to learn. You must interact with other people, who > are represented (disguised...) as their avatars, and depend on them > for help. While this is probably the aspect that makes Second Life > so popular, and so different than other technologies, I have no > patience for this kind of interaction and hate feeling dependent, > either on people or on help files. Since I was exploring Second > Life for work reasons only, not personal or entertainment value, I > did not want to deal with a new social network and "reality" > navigation. > > That being said, the whole issue of Second Life as it compares to > people entering new cultures, whether that be as an immigrant for > study or work reasons to the United States (or going from a culture > of poverty to middle class) is incredibly intriguing. > > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Cindy J Holden > Sent: Monday, August 27, 2007 3:59 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1241] Re: Second Life for Survivor class > > I would like to use Second Life as a meeting space for some techie > teens I am working with in a drop-out recovery program. Having gone > in and experimented with the environment, I found I liked the > challenge to my spatial intelligence. What I did not like was the > billing notice ( 9.95) I got from Second Life. I thought one could > explore for free and purchase real estate, etc. later. I have > emailed to ask them why I would have received a bill. So far, no > response. I will not use this tool with my students if they are > going to be billed without their consent. > > > On 8/24/07, Marian Thacher wrote: > My 2 cents - it would be really fun for students who are already > online gamers or used to an avatar environment, and pretty hard for > those who are new to it. But I haven't tried it with learners. Has > anyone? > > Also, I guess you would have to hook up with an organization that > has land so you would have a place to meet. Not hard, but takes > some looking around. How would others handle this? You definitely > don't want to build your own environment! > > Marian Thacher > OTAN > www.otan.us > > The Technology and Literacy Discussion List < technology at nifl.gov> > on Friday, August 24, 2007 at 6:24 AM -0800 wrote: > Our freshman seminar is structuring its class as "Survivor," with > tribes, tribal councils, challenges, and the like. We're using a > wiki for group collaboration. Would "Second Life" work for that > kind of environment? > Bonnie Odiorne, Ph.D. adjunct professor, director, writing center > Post University, Waterbury, CT > > Marian Thacher wrote: > > Right, Barry, Second Life is like Real Life in that way - you have > to figure out your own mission - no small task sometimes! > > But if you were meeting your students in a particular area, and > giving them an assignment, having a discussion, sending them on a > quest or whatever, that would be their learning experience. You > would be supplying the mission. > > Marian Thacher > OTAN > > The Technology and Literacy Discussion List < technology at nifl.gov> > on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: > To Barry from another Barry, > > I think second life has merit to it, I think it is a lot like the game > World of Warcraft, AKA WOW. A major difference I have noticed in my > minimal time on the system is that there is no set purpose for an > avatar > to continue, as an example, in WOW after you decide who you will be, > what you will wear, etc you are given a mission. As opposed to Second > Life where I built my avatar and then essentially walked around, lost. > > If you were able to give your students directions to you virtually > that > may work. > > Do I have this wrong? Is a player given a sense of purpose and an > idea > of what they need to do to continue playing? > > Barry Burkett, > Frankfort, KY > > -----Original Message----- > From: technology-bounces at nifl.gov [ mailto:technology- > bounces at nifl.gov] > On Behalf Of Bakin, Barry > Sent: Monday, August 13, 2007 6:59 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1211] Re: Prosessional Development Design > &Developmentfor the 21st Century > > I don't know if it's been mentioned in this forum or not but > there's an > interesting discussion taking place at Sylvia Martinez' blog on her > experiences with using SL as an educator. It's worth looking at for > some of the issues that she raises. You can read through her original > posting as the responses at > http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on- > second-li > fe/ Again, as David notes, my position is not one of saying one > should > use or not use Second Life but rather what would it take to get to the > point that educators would want to invest their time to make this > technology tool practical for the students they work with. > Speaking as > one who is extremely pleased to get something as basic as an email > message from a student, it would take some doing to expect my students > to be creating avatars and visiting educational sites on SL on their > own. I'm not convinced yet that my time is well-spent on encouraging > that endeavor. > > Barry Bakin > Pacoima Skills Center > Division of Adult and Career Education, > Los Angeles Unified School District > > -----Original Message----- > From: technology-bounces at nifl.gov [ mailto:technology- > bounces at nifl.gov] > On Behalf Of David J. Rosen > Sent: Monday, August 13, 2007 11:31 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1210] Re: Prosessional Development Design & > Developmentfor the 21st Century > > > Hello Mark, and others, > > Thanks for your thoughts on the use of Second Life (SL) for adult > literacy education. I hope you will share some of your group's > research > on "under what conditions and for what purposes 3DVR might be more > appropriate or effective than other tools/environments for > learning" and > what you see as some of the opportunities and limitations of using > Second Life. I would like to learn more about what "we need to > advocate > *for* educators *to* vendors like Linden Labs, so they build in more > education-appropriate features." What features on SL do you think are > worthwhile? What other features should we be advocating for? > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to barry.burkett at franklin.kyschools.us > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to bonniesophia at sbcglobal.net > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to gradplan1 at gmail.com > > > > -- > Cindy Holden > High School Liaison > Learning Works Windham > 167 Main Street > Brattleboro, VT 05301 > > (802) 257-9449 extension 106 > (802) 257-3762 fax > cholden at vtadultlearning.org > ---------------------------------------------------- National > Institute for Literacy Technology and Literacy mailing list > Technology at nifl.gov To unsubscribe or change your subscription > settings, please go to http://www.nifl.gov/mailman/listinfo/ > technology Email delivered to jennfwms at aol.com > Email and AIM finally together. You've gotta check out free AOL Mail! > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net From djrosen at comcast.net Mon Sep 17 14:04:05 2007 From: djrosen at comcast.net (David J. Rosen) Date: Mon, 17 Sep 2007 14:04:05 -0400 Subject: [Technology 1289] Re: Building rapport In-Reply-To: <46EE838D.6999.0014.0@gov.ns.ca> References: <1189631016.e6f5124ccuby1@student.gsu.edu> <, > <2226FB4B-1D8E-4052-9228-1B2A8D2CC12E@comcast.net> <, > <46EA5B57.6999.0014.0@gov.ns.ca> <8C9C6C3A0D7076E-DDC-60C2@webmail-md20.sysops.aol.com> <46EE838D.6999.0014.0@gov.ns.ca> Message-ID: Hello Meredith, On Sep 17, 2007, at 12:39 PM you wrote: > I miss being able to see the actual act of writing; the starts and > the rewrites. I wish there was a way for students to hit a > "record" button on their word processors, and for these files to be > shared, so you could see their writing process. > > Meredith > > Meredith Hutchings > Curriculum Consultant > NS Department of Education > hutchidm at gov.ns.ca > For more information about NSSAL: www.goNSSAL.ca There is a way if students have access to the Web. Each student could go to her or his own (free) wiki page, for example to the Writing Together Wiki pages at: http://writingtogether.pbwiki.com/ Each time a student saves a page it is saved forever as a separate version. To see these versions the student -- or anyone -- can select the "history" link at the bottom of the page. Here's an example: http://writingtogether.pbwiki.com/Sample%20Student%20Writing%20Page or, for short, http://tinyurl.com/2hbw5r David J. Rosen djrosen at comcast.net > >>>> 9/16/2007 6:56 PM >>> > Hi All: > > My name is Jennifer Williams and I recently started my first on- > line course.?The instructor asked that we each create a website > that described different things about ourselves and included? a > picture. A link was created from our class page to the websites. It > was a really great way to?actually connect a face with a name. > > Hope that is helpful. > > > Jennifer Williams > GA State University > > > Hi Meredith, > > I'm glad you had a chance to look at the self-assessments. I like > your idea of having students write pride stories. I'm guessing you > mean by that they write about an accomplishment or something in > their life they are proud of. Do they share those with the other > students in the class, or only with the instructor? > > I wonder what strategies other distance teachers have for building > rapport without face to face contact. > > For those who are wondering, there are two self-assessments on the > AdultEd Online site, www.adultedonline.org. One is about teaching > at a distance, and the other is about using technology in the > classroom. Meredith refers to the distance teaching self-assessment. > > Marian > The Technology and Literacy Discussion List > on Friday, September 14, 2007 at 5:58 AM -0800 wrote: > Hi Marian, > > Thanks for making the change to the login. > > I like the tool and especially the emphasis and straight forward > messaging about the importance of establishing a relationship in > distance ed courses. ? > > For the last few years, I have been teaching an online portfolio/ > business communication course with military students. ?I found the > fastest way to build the kind of rapport that you build in the > classroom is through asking students to write pride stories. ? > Students send me their brainstorm list as well as their completed > story. ?Seems to be a great way to quick start a respectful > relationship. > > Meredith ? > > > Meredith Hutchings > Curriculum Consultant > NS Department of Education > Skills and Learning Branch > Adult Education Division > 4th Floor, 2021 Brunswick St. > P.O. Box 578 > Halifax, NS B3J 2S9 > (902) 424-1881 phone > (902) 424-1171 fax > hutchidm at gov.ns.ca > For more information about NSSAL: www.goNSSAL.ca( http:// > www.gonssal.ca/?) > 1-877-go-NSSAL (1-877-466- 7725) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070917/08a8e61f/attachment.html From danson at misericordia.edu Mon Sep 17 14:30:37 2007 From: danson at misericordia.edu (Denis Anson) Date: Mon, 17 Sep 2007 14:30:37 -0400 Subject: [Technology 1290] Re: Building rapport In-Reply-To: References: <1189631016.e6f5124ccuby1@student.gsu.edu> <2226FB4B-1D8E-4052-9228-1B2A8D2CC12E@comcast.net> <46EA5B57.6999.0014.0@gov.ns.ca> <8C9C6C3A0D7076E-DDC-60C2@webmail-md20.sysops.aol.com> <46EE838D.6999.0014.0@gov.ns.ca> Message-ID: Also, if using a product such as Microsoft Word for writing, the student can activate "track changes" from the reviewing toolbar, and the revisions will be recorded in the document. This allows the contributions of multiple students to be unwound (as each student's changes are identified), and the final document can be displayed without all of the markup by selecting "Final" from the toolbar. Denis Anson, MS, OTR Director of Research and Development Assistive Technology Research Institute Misericordia University voice: 570-674-6413 fax: 570-674-8054 danson at misericordia.edu On Sep 17, 2007, at 2:04 PM, David J. Rosen wrote: > Hello Meredith, > > On Sep 17, 2007, at 12:39 PM you wrote: > >> I miss being able to see the actual act of writing; the starts and >> the rewrites. I wish there was a way for students to hit a >> "record" button on their word processors, and for these files to >> be shared, so you could see their writing process. >> >> Meredith >> >> Meredith Hutchings >> Curriculum Consultant >> NS Department of Education >> hutchidm at gov.ns.ca >> For more information about NSSAL: www.goNSSAL.ca > > There is a way if students have access to the Web. Each student > could go to her or his own (free) wiki page, for example to the > Writing Together Wiki pages at: > > http://writingtogether.pbwiki.com/ > > Each time a student saves a page it is saved forever as a separate > version. To see these versions the student -- or anyone -- can > select the "history" link at the bottom of the page. Here's an > example: > > http://writingtogether.pbwiki.com/Sample%20Student%20Writing%20Page > > or, for short, > > http://tinyurl.com/2hbw5r > > > David J. Rosen > djrosen at comcast.net > > >> >>>>> 9/16/2007 6:56 PM >>> >> Hi All: >> >> My name is Jennifer Williams and I recently started my first on- >> line course.?The instructor asked that we each create a website >> that described different things about ourselves and included? a >> picture. A link was created from our class page to the websites. >> It was a really great way to?actually connect a face with a name. >> >> Hope that is helpful. >> >> >> Jennifer Williams >> GA State University >> >> >> Hi Meredith, >> >> I'm glad you had a chance to look at the self-assessments. I like >> your idea of having students write pride stories. I'm guessing you >> mean by that they write about an accomplishment or something in >> their life they are proud of. Do they share those with the other >> students in the class, or only with the instructor? >> >> I wonder what strategies other distance teachers have for building >> rapport without face to face contact. >> >> For those who are wondering, there are two self-assessments on the >> AdultEd Online site, www.adultedonline.org. One is about teaching >> at a distance, and the other is about using technology in the >> classroom. Meredith refers to the distance teaching self-assessment. >> >> Marian >> The Technology and Literacy Discussion List >> on Friday, September 14, 2007 at 5:58 AM -0800 wrote: >> Hi Marian, >> >> Thanks for making the change to the login. >> >> I like the tool and especially the emphasis and straight forward >> messaging about the importance of establishing a relationship in >> distance ed courses. ? >> >> For the last few years, I have been teaching an online portfolio/ >> business communication course with military students. ?I found the >> fastest way to build the kind of rapport that you build in the >> classroom is through asking students to write pride stories. ? >> Students send me their brainstorm list as well as their completed >> story. ?Seems to be a great way to quick start a respectful >> relationship. >> >> Meredith ? >> >> >> Meredith Hutchings >> Curriculum Consultant >> NS Department of Education >> Skills and Learning Branch >> Adult Education Division >> 4th Floor, 2021 Brunswick St. >> P.O. Box 578 >> Halifax, NS B3J 2S9 >> (902) 424-1881 phone >> (902) 424-1171 fax >> hutchidm at gov.ns.ca >> For more information about NSSAL: www.goNSSAL.ca( http:// >> www.gonssal.ca/?) >> 1-877-go-NSSAL (1-877-466- 7725) > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to danson at misericordia.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070917/7b7298e3/attachment.html From MMaralit at NIFL.gov Tue Sep 18 11:09:00 2007 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Tue, 18 Sep 2007 11:09:00 -0400 Subject: [Technology 1291] Sept. 28 Webcast: Registration OPEN References: <0122B345-3693-4B80-99C2-AE93BDC64E31@comcast.net> Message-ID: <4062487BDB6029428A763CAEF4E1FE5B15382EB7@wdcrobe2m03.ed.gov> >From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults Webcast to be held Friday September 28, 2007 1:30 PM - 2:45 PM Eastern Time 12:30 PM - 1:45 PM Central Time 11:30 AM - 12:45 PM Mountain Time 10:30 AM - 11:45 AM Pacific Time To register, go to: http://www.nifl.gov/nifl/webcasts/assesspractice/webcast0928.html The National Institute for Literacy is pleased to host a webcast titled From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults on Friday, September 28, 2007. Join Dr. John Kruidenier, Dr. Rosalind Davidson, and Ms. Susan McShane as they present a practical and compelling rationale for the use of research-based principles for adult reading instruction. Viewers can participate by submitting questions to panelist after the presentations. Please feel free to pass along to others who may be interested in viewing this webcast. For more information on the National Institute for Literacy, go to : http://www.nifl.gov or call 202-233-2025. Regards, Jo Maralit mmaralit at nifl.gov From djrosen at comcast.net Tue Sep 18 19:44:44 2007 From: djrosen at comcast.net (David J. Rosen) Date: Tue, 18 Sep 2007 19:44:44 -0400 Subject: [Technology 1292] Re: Second Life for Survivor class In-Reply-To: <04E56D7139A45949A5435413801707A273DC32@mailbe-la05.lausd.net> References: <04E56D7139A45949A5435413801707A273DC32@mailbe-la05.lausd.net> Message-ID: <7A7A2DD8-72D7-4E38-AE4A-3E176E1847B0@comcast.net> Hello Barry, These are both terrific resources for those interested in exploring Second Life. The children's SL animated video on child soldiers is very well done, I think, and very powerful. It could be used in some adult education writing classes, although for some adult students (e.g. from Liberia, Sierra Leone and other countries that have exploted children as soldiers) it could also bring up difficult material from their own experiences that they might want to be excused from seeing and writing about. Thanks for pointing these out. David David J. Rosen djrosen at comcast.net On Sep 5, 2007, at 6:32 PM, Bakin, Barry wrote: > I just came across a blog (thanks to a mention on Classroom 2.0) by > an educator (Kevin Jarrett) exploring with second life http:// > www.storyofmysecondlife.com/ that can certainly be of benefit to > those wondering about whether or not to experiment with Second > Life. Make sure you check out the video about the educational uses > of Second Life that he links to on the page. (It's a youTube video > so it will probably be blocked if you're accessing this message > from a school). > > There's also a link to a video made by kids in Second Life that is > quite amazing. The video the kids made is at http://youtube.com/ > watch?v=nK54WRu0jW4 It's also a youTube video so it will probably > be blocked but it's worth watching from another location. The > subject matter is horrific and moving (one child soldier's > experience from abduction to rescue) but even disregarding the > topic, it's a positive example of how virtual worlds can be used in > education. > > I'm far from convinced yet that the positives of using Second Life > as an educational tool so outweigh the negatives (for me) that I'm > ready to invest the time and effort needed to implement doing so > with my students, but this video certainly adds weight to the > positive side of the equation. > > Barry Bakin > ESL Teacher Adviser > Division of Adult and Career Education > Los Angeles Unified School District > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net From SUJones at parkland.edu Fri Sep 21 09:40:57 2007 From: SUJones at parkland.edu (Susan Jones) Date: Fri, 21 Sep 2007 08:40:57 -0500 Subject: [Technology 1293] Re: Engaging software for adult learners In-Reply-To: <46E9405E.A3CD.0046.0@parkland.edu> References: <46E9405E.A3CD.0046.0@parkland.edu> Message-ID: <46F383A7.84AA.0029.0@parkland.edu> We have had SkillsTutor in our lab this past year, and while I rather like the grammar sections, the reading sections are most definitely geared towards children. ONe story even includes a question addressing the student, referring to "other children." It's also got errors here and there, which I hope get ironed out. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones at parkland.edu Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> 9/12/2007 5:16 PM >>> Hi Caroline, The richest and most engaging software we have for Adilt Basic Education at Yavapai College is Skills Tutor. If we had to own any one program, this would be it. You can purchase this software according to the level needed. The language goes below third grade with LL levels. Math and Reading begin at third grade level. We also have had great success with Reading Power Modules from Steck-Vaughn, but it is older, and I am not sure if it is still available for sale. Best wishes for your computer lab. At COABE last spring in Philadelphia, it appeared to me that across the country, most of the more successful GED Online classes have Skills Tutor as one of their software programs. Thanks, Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -----technology-bounces at nifl.gov wrote: ----- To: The Technology and Literacy Discussion List From: Maggie Dyer Sent by: technology-bounces at nifl.gov Date: 09/12/2007 12:37PM Subject: [Technology 1271] Engaging software for adult learners Hi, I?m posting this on behalf of someone who isn?t on the list and is currently experiencing some problems with her e-mail so she can?t get on it anytime soon. I know you all are a rich resource of information and if you can assist, we both would appreciate it. Here?s her request: Maggie, Thank you for sharing my question with the technology listserv. I am looking for suggestions for engaging, adult literacy software. We are expanding our literacy program to include computer labs so that we can immediately assist students that would normally be placed on our waiting list. I need software for adults and teens who are low literate. I have found software for our elementary aged students that is very engaging. However, much of the software I have previewed for older audiences is much dryer. I do not want something for children, but would like something interesting. Any suggestions? Thanks, Caroline Caroline Mitchell YMCA Literacy Council 2635 Gravois Ave. St. Louis, MO 63118 Ph: 314-776-7102 Fax: 314-776-6872 Thanks, Responses can be sent to me at or to I?ll compile responses for her and for the list if requested. Maggie Dyer -- Maggie Dyer LIFT-MO Missouri's Literacy Resource Center 815 Olive Street Suite 22 St. Louis, MO 63101 800-729-4443 (314) 678-4443 x 207 (314) 678-2938 fax http://www.lift-missouri.org ( http://www.lift-missouri.org/ ) ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tina_luffman at yc.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to sujones at parkland.edu From laferlazzo at aol.com Fri Sep 21 11:52:56 2007 From: laferlazzo at aol.com (laferlazzo at aol.com) Date: Fri, 21 Sep 2007 11:52:56 -0400 Subject: [Technology 1294] Re: Engaging software for adult learners In-Reply-To: <46F383A7.84AA.0029.0@parkland.edu> References: <46E9405E.A3CD.0046.0@parkland.edu> <46F383A7.84AA.0029.0@parkland.edu> Message-ID: <8C9CA7E9CE9B8F9-D88-A0DF@webmail-dd04.sysops.aol.com> Here's a blog post where I describe the software we use in a high school program: http://larryferlazzo.edublogs.org/2007/05/28/fleck/ Larry Ferlazzo -----Original Message----- From: Susan Jones To: The Technology and Literacy Discussion List Sent: Fri, 21 Sep 2007 6:40 am Subject: [Technology 1293] Re: Engaging software for adult learners We have had SkillsTutor in our lab this past year, and while I rather ike the grammar sections, the reading sections are most definitely eared towards children. ONe story even includes a question addressing he student, referring to "other children." It's also got errors here nd there, which I hope get ironed out. usan Jones cademic Development Specialist cademic Development Center arkland College hampaign, IL 61821 ujones at parkland.edu ebmastress, ttp://www.resourceroom.net ttp://bicyclecu.blogspot.com >> 9/12/2007 5:16 PM >>> Hi Caroline, he richest and most engaging software we have for Adilt Basic ducation at Yavapai College is Skills Tutor. If we had to own any one rogram, this would be it. You can purchase this software according to he level needed. The language goes below third grade with LL levels. ath and Reading begin at third grade level. e also have had great success with Reading Power Modules from teck-Vaughn, but it is older, and I am not sure if it is still vailable for sale. Best wishes for your computer lab. t COABE last spring in Philadelphia, it appeared to me that across he ountry, most of the more successful GED Online classes have Skills utor as one of their software programs. hanks, ina ina Luffman oordinator, Developmental Education erde Valley Campus 28-634-6544 ina_luffman at yc.edu -----technology-bounces at nifl.gov wrote: ----- To: The Technology and Literacy Discussion List rom: Maggie Dyer ent by: technology-bounces at nifl.gov ate: 09/12/2007 12:37PM ubject: [Technology 1271] Engaging software for adult learners Hi, I?m posting this on behalf of someone who isn?t on the list and is urrently experiencing some problems with her e-mail so she can?t et n it anytime soon. I know you all are a rich resource of information nd if you can assist, we both would appreciate it. Here?s her equest: Maggie, Thank you for sharing my question with the technology listserv. I am looking for suggestions for engaging, adult literacy software. e re expanding our literacy program to include computer labs so that we an immediately assist students that would normally be placed on our aiting list. I need software for adults and teens who are low iterate. I have found software for our elementary aged students that is very ngaging. However, much of the software I have previewed for older udiences is much dryer. I do not want something for children, but ould like something interesting. Any suggestions? Thanks, aroline Caroline Mitchell MCA Literacy Council 635 Gravois Ave. t. Louis, MO 63118 h: 314-776-7102 ax: 314-776-6872 Thanks, Responses can be sent to me at or to CMitchell at ymcastlouis.org> ?ll compile responses for her and for the list if requested. Maggie Dyer - aggie Dyer IFT-MO issouri's Literacy Resource Center 15 Olive Street uite 22 t. Louis, MO 63101 00-729-4443 314) 678-4443 x 207 314) 678-2938 fax ttp://www.lift-missouri.org ( http://www.lift-missouri.org/ ) --------------------------------------------------- ational Institute for Literacy echnology and Literacy mailing list echnology at nifl.gov o unsubscribe or change your subscription settings, please go to ttp://www.nifl.gov/mailman/listinfo/technology mail delivered to tina_luffman at yc.edu --------------------------------------------------- ational Institute for Literacy echnology and Literacy mailing list echnology at nifl.gov o unsubscribe or change your subscription settings, please go to ttp://www.nifl.gov/mailman/listinfo/technology mail delivered to sujones at parkland.edu --------------------------------------------------- ational Institute for Literacy echnology and Literacy mailing list echnology at nifl.gov o unsubscribe or change your subscription settings, please go to ttp://www.nifl.gov/mailman/listinfo/technology mail delivered to laferlazzo at aol.com ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070921/30e32721/attachment.html From MariannF at lacnyc.org Mon Sep 24 11:03:06 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Mon, 24 Sep 2007 11:03:06 -0400 Subject: [Technology 1295] Discussion Announcement: Technology Integration Self-Assessment Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB852A800@lac-exch.lacnyc.local> Dear Technology list colleagues, I am very pleased to announce that Marian Thatcher, a regular contributor to the tech list, will be leading a discussion on the newly launched Technology Integration Self-Assessment (TISA) next week. More information about the TISA will follow on a subsequent email. For now here is the general shape the discussion will take. What other questions and areas of concern would you like to see addressed? Discussion Announcement: On October 1 - 5, Marian Thacher will be joining the NIFL Technology and Literacy Discussion List to lead a discussion on the new online technology self-assessment for teachers at AdultEd Online, www.adultedonline.org. Marian is the director of OTAN (www.otan.us) a California adult education project that provides information and technology integration support for adult educators in California. Prior to her five years with OTAN, she taught ESL and was involved in workplace education and media projects in San Diego and Chicago. In addition to sharing information about the self-assessment and the professional development plan that accompanies it, Marian will share the development process and resources that were used to create the tool. Questions related to technology integration are: 1. What are the skills an adult education teacher should have in order to use technology effectively with learners? 2. What is the role of a professional development plan, and how should it be used? 3. How do we keep up with the fast pace of technology change? What are our learning strategies? What other questions would you like to discuss about technology integration competencies, professional development plans, and the challenge of keeping up? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070924/756f2fa5/attachment.html From jennfwms at aol.com Sun Sep 23 17:01:01 2007 From: jennfwms at aol.com (jennfwms at aol.com) Date: Sun, 23 Sep 2007 17:01:01 -0400 Subject: [Technology 1296] Re: Second Life for Survivor class In-Reply-To: References: <738623.55134.qm@web83302.mail.sp1.yahoo.com> <7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com> <8C9C6C5346DFB22-DDC-6103@webmail-md20.sysops.aol.com> Message-ID: <8C9CC3BFBAE9E5B-AEC-2E16@FWM-D08.sysops.aol.com> Thanks so much I really appreciate it. Jennifer -----Original Message----- From: Marilyn Williams To: The Technology and Literacy Discussion List Cc: Jonathon Richter Sent: Mon, 17 Sep 2007 11:24 am Subject: [Technology 1286] Re: Second Life for Survivor class Hi Jennifer, Jonathon Richter at the University of Oregon has been doing quite a lot of work with Second Life and would be a great resource for you. Marilyn Marilyn Williams TILT Project Coordinator LA Technology Support Eugene School District, 4J 200 N. Monroe Eugene, OR, 97402 (541) 687-3678 ----- Original Message ----- From: jennfwms at aol.com Date: Monday, September 17, 2007 7:04 am Subject: [Technology 1283] Re: Second Life for Survivor class To: technology at nifl.gov > Hi: > > > > My name is Jennifer Williams and I am fascinated in this tool for > business application and training purposes.?Does any one have any > experience with its capabilities in a corporate space or can refer me > to any resources?. > > > > Thanks > > Jennifer Williams > > GA State University > > > > > > > -----Original Message----- > From: Guckert-von Ehren, Denise A > To: The Technology and Literacy Discussion List > Sent: Fri, 31 Aug 2007 12:03 pm > Subject: [Technology 1255] Re: Second Life for Survivor class > > > > > I think the arrival of Second Life is a reality that we need to accept > and understand, though I personally find it hard to embrace. I always > check out new technologies, and did so with Second Life. I was > incredibly frustrated and unsuccessful in achieving my goal, which was > to explore the interface. It is fascinating to me that I have such > poor skills (and patience) to use this software. > > ? > > Second Life is not just a technology; it's a social culture with many > new rules to learn. You must interact with other people, who are > represented (disguised...) as their avatars, and depend on them for > help. While this is probably the aspect that makes Second Life so > popular, and so different than other technologies, I have no patience > for this kind of interaction and hate feeling dependent, either on > people or on help files. Since I was exploring Second Life for work > reasons only, not personal or entertainment value, I did not want to > deal with a new social network and "reality" navigation. ?? > > > That being said, the whole issue of Second Life as it compares to > people entering new cultures, whether that be as an immigrant for > study or work reasons to the United States (or going from a culture of > poverty to middle class) is incredibly intriguing. > > ? > > > > > From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] > On Behalf Of Cindy J Holden > Sent: Monday, August 27, 2007 3:59 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1241] Re: Second Life for Survivor class > > > ? > > I would like to use Second Life as a meeting space for some techie > teens I am working with in a drop-out recovery program. Having gone in > and experimented with the environment, I found I liked the challenge > to my spatial intelligence. What I did not like was the billing notice > ( 9.95) I got from Second Life. I thought one could explore for free > and purchase real estate, etc. later. I have emailed to ask them why I > would have received a bill. So far, no response. I will not use this > tool with my students if they are going to be billed without their > consent. > > > > > > On 8/24/07, Marian Thacher wrote: > > > My 2 cents - it would be really fun for students who are already > online gamers or used to an avatar environment, and pretty hard for > those who are new to it. But I haven't tried it with learners. Has > anyone? > > Also, I guess you would have to hook up with an organization that has > land so you would have a place to meet. Not hard, but takes some > looking around. How would others handle this? You definitely don't > want to build your own environment! > > Marian Thacher > OTAN > www.otan.us > > The Technology and Literacy Discussion List < technology at nifl.gov> on > Friday, August 24, 2007 at 6:24 AM -0800 wrote: > Our freshman seminar is structuring its class as "Survivor," with > tribes, tribal councils, challenges, and the like. We're using a wiki > for group collaboration. Would "Second Life" work for that kind of > environment? > Bonnie Odiorne, Ph.D. adjunct professor, director, writing center > Post University, Waterbury, CT > > Marian Thacher wrote: > > > ?? > Right, Barry, Second Life is like Real Life in that way - you have to > figure out your own mission - no small task sometimes! > > > > > But if you were meeting your students in a particular area, and giving > them an assignment, having a discussion, sending them on a quest or > whatever, that would be their learning experience. You would be > supplying the mission. > > > > > Marian Thacher > > > > OTAN > > > > > The Technology and Literacy Discussion List < technology at nifl.gov> on > Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: > > > > To Barry from another Barry, > > > > > I think second life has merit to it, I think it is a lot like the game > > > > World of Warcraft, AKA WOW. A major difference I have noticed in my > > > > minimal time on the system is that there is no set purpose for an avatar > > > > to continue, as an example, in WOW after you decide who you will be, > > > > what you will wear, etc you are given a mission. ?As opposed to Second > > > > Life where I built my avatar and then essentially walked around, lost. > > > > > If you were able to give your students directions to you virtually that > > > > may work. > > > > > Do I have this wrong? ?Is a player given a sense of purpose and an idea > > > > of what they need to do to continue playing? > > > > > Barry Burkett, > > > > Frankfort, KY > > > > > -----Original Message----- > > > > From: technology-bounces at nifl.gov?[ > mailto:technology-bounces at nifl.gov] > > > > On Behalf Of Bakin, Barry > > > > Sent: Monday, August 13, 2007 6:59 PM > > > > To: The Technology and Literacy Discussion List > > > > Subject: [Technology 1211] Re: Prosessional Development Design > > > > &Developmentfor the 21st Century > > > > > I don't know if it's been mentioned in this forum or not but there's an > > > > interesting discussion taking place at Sylvia Martinez' blog on her > > > > experiences with using SL as an educator. ?It's worth looking at for > > > > some of the issues that she raises. You can read through her original > > > > posting as the responses at > > > > http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on-second-li > > fe/ ?Again, as David notes, my position is not one of saying one should > > > > use or not use Second Life but rather what would it take to get to the > > > > point that educators would want to invest their time to make this > > > > technology tool practical for the students they work with. ?Speaking as > > > > one who is extremely pleased to get something as basic as an email > > > > message from a student, it would take some doing to expect my students > > > > to be creating avatars and visiting educational sites on SL on their > > > > own. ?I'm not convinced yet that my time is well-spent on encouraging > > > > that endeavor. ? > > > > > Barry Bakin > > > > Pacoima Skills Center > > > > Division of Adult and Career Education, > > > > Los Angeles Unified School District > > > > > -----Original Message----- > > > > From: technology-bounces at nifl.gov?[ > mailto:technology-bounces at nifl.gov] > > > > On Behalf Of David J. Rosen > > > > Sent: Monday, August 13, 2007 11:31 AM > > > > To: The Technology and Literacy Discussion List > > > > Subject: [Technology 1210] Re: Prosessional Development Design & > > > > Developmentfor the 21st Century > > > > > > Hello Mark, and others, > > > > > Thanks for your thoughts on the use of Second Life (SL) for adult > > > > literacy education. I hope you will share some of your group's research > > > > on "under what conditions and for what purposes 3DVR might be more > > > > appropriate or effective than other tools/environments for learning" and > > > > what you see as some of the opportunities and limitations of using > > > > Second Life. I would like to learn more about what ?"we need to advocate > > > > *for* educators *to* vendors like Linden Labs, so they build in more > > > > education-appropriate features." What features on SL do you think are > > > > worthwhile? What other features should we be advocating for? > > > > ---------------------------------------------------- > > > > National Institute for Literacy > > > > Technology and Literacy mailing list > > > > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > > > > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to barry.burkett at franklin.kyschools.us > > > > > > ---------------------------------------------------- > > > > National Institute for Literacy > > > > Technology and Literacy mailing list > > > > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > > > Email delivered to mthacher at otan.us > > > > > ---------------------------------------------------- > > > > National Institute for Literacy > > > > Technology and Literacy mailing list > > > > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > > > Email delivered to bonniesophia at sbcglobal.net > > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > Email delivered to gradplan1 at gmail.com > > > > > > -- > Cindy Holden > High School Liaison > Learning Works Windham > 167 Main Street > Brattleboro, VT 05301 > > (802) 257-9449 extension 106 > (802) 257-3762 fax > cholden at vtadultlearning.org > > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to jennfwms at aol.com > > > ________________________________________________________________________ > Email and AIM finally together. You've gotta check out free AOL Mail! > - http://mail.aol.com > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > Email delivered to williams_ma at 4j.lane.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jennfwms at aol.com ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070923/6b8dc635/attachment.html From jennfwms at aol.com Sun Sep 23 17:03:35 2007 From: jennfwms at aol.com (jennfwms at aol.com) Date: Sun, 23 Sep 2007 17:03:35 -0400 Subject: [Technology 1297] Re: Second Life Adult Education Explorers In-Reply-To: <35758120-39F6-447E-ACED-432266987D46@comcast.net> References: <738623.55134.qm@web83302.mail.sp1.yahoo.com> <7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com> <8C9C6C5346DFB22-DDC-6103@webmail-md20.sysops.aol.com> <35758120-39F6-447E-ACED-432266987D46@comcast.net> Message-ID: <8C9CC3C57340329-AEC-2E34@FWM-D08.sysops.aol.com> Thanks a bunch. Jennifer Williams Ga State University -----Original Message----- From: David J. Rosen To: The Technology and Literacy Discussion List Sent: Mon, 17 Sep 2007 11:31 am Subject: [Technology 1288] Second Life Adult Education Explorers Technology Colleagues, Think of Second Life (SL) as new territory to explore. You have a map (that I have not found very useful). You have some guides (of varying degrees of usefulness). Sometimes you have other people -- their avatars at least -- who you can ask questions of. You have "islands" in SL that are devoted to a particular center or enterprise, some of them higher education and other education institutions. (What I haven't found (yet) are good destinations for adult educators.) And now you have adult education fellow travelers with whom to explore and learn about SL. Fifteen people, mostly adult literacy educators, are in a group that is exploring the potential of Second Life for Adult Education Professional Development. So far we have at least these two questions. 1. Is there anything on SL now that would be useful to adult literacy education teachers? If so, what? 2. Would SL be a good place to build an adult education professional development (PD) center, where teachers could find/take online PD courses, see videos of other teachers demonstrating good practices, meet and chat (shop talk), and/or do projects together? The frustrations that many have with SL (other than crashes, freezes and other technical problems) appear to be the "directionless", "purposeless" quality of the environment. As I see it, that's a superficial issue that could easily be addressed by providing clear directions in an adult education teacher entry portal Web page for adult educators. If there were a worthwhile purpose or goal, and a "destination" with some added value for teachers, getting there and navigating around would be relatively minor issues. With specific directions in the portal, one could limit the distracting and confusing variables. If you are interested in helping to answer either of the two questions above, join the Second Life Adult Educator Professional Development Explorer group (SLAPDE) group. Start, by going to http://slapde.pbwiki.com (password is "explore) Enter your first and last name and e-mail. From there you can follow directions to enrol in the SLAPDE Yahoo Group, and also to get onto SL. David J. Rosen djrosen at comcast.net > -----Original Message----- > From: Guckert-von Ehren, Denise A > To: The Technology and Literacy Discussion List > Sent: Fri, 31 Aug 2007 12:03 pm > Subject: [Technology 1255] Re: Second Life for Survivor class > > I think the arrival of Second Life is a reality that we need to > accept and understand, though I personally find it hard to embrace. > I always check out new technologies, and did so with Second Life. I > was incredibly frustrated and unsuccessful in achieving my goal, > which was to explore the interface. It is fascinating to me that I > have such poor skills (and patience) to use this software. > > Second Life is not just a technology; it's a social culture with > many new rules to learn. You must interact with other people, who > are represented (disguised...) as their avatars, and depend on them > for help. While this is probably the aspect that makes Second Life > so popular, and so different than other technologies, I have no > patience for this kind of interaction and hate feeling dependent, > either on people or on help files. Since I was exploring Second > Life for work reasons only, not personal or entertainment value, I > did not want to deal with a new social network and "reality" > navigation. > > That being said, the whole issue of Second Life as it compares to > people entering new cultures, whether that be as an immigrant for > study or work reasons to the United States (or going from a culture > of poverty to middle class) is incredibly intriguing. > > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Cindy J Holden > Sent: Monday, August 27, 2007 3:59 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1241] Re: Second Life for Survivor class > > I would like to use Second Life as a meeting space for some techie > teens I am working with in a drop-out recovery program. Having gone > in and experimented with the environment, I found I liked the > challenge to my spatial intelligence. What I did not like was the > billing notice ( 9.95) I got from Second Life. I thought one could > explore for free and purchase real estate, etc. later. I have > emailed to ask them why I would have received a bill. So far, no > response. I will not use this tool with my students if they are > going to be billed without their consent. > > > On 8/24/07, Marian Thacher wrote: > My 2 cents - it would be really fun for students who are already > online gamers or used to an avatar environment, and pretty hard for > those who are new to it. But I haven't tried it with learners. Has > anyone? > > Also, I guess you would have to hook up with an organization that > has land so you would have a place to meet. Not hard, but takes > some looking around. How would others handle this? You definitely > don't want to build your own environment! > > Marian Thacher > OTAN > www.otan.us > > The Technology and Literacy Discussion List < technology at nifl.gov> > on Friday, August 24, 2007 at 6:24 AM -0800 wrote: > Our freshman seminar is structuring its class as "Survivor," with > tribes, tribal councils, challenges, and the like. We're using a > wiki for group collaboration. Would "Second Life" work for that > kind of environment? > Bonnie Odiorne, Ph.D. adjunct professor, director, writing center > Post University, Waterbury, CT > > Marian Thacher wrote: > > Right, Barry, Second Life is like Real Life in that way - you have > to figure out your own mission - no small task sometimes! > > But if you were meeting your students in a particular area, and > giving them an assignment, having a discussion, sending them on a > quest or whatever, that would be their learning experience. You > would be supplying the mission. > > Marian Thacher > OTAN > > The Technology and Literacy Discussion List < technology at nifl.gov> > on Wednesday, August 22, 2007 at 5:18 AM -0800 wrote: > To Barry from another Barry, > > I think second life has merit to it, I think it is a lot like the game > World of Warcraft, AKA WOW. A major difference I have noticed in my > minimal time on the system is that there is no set purpose for an > avatar > to continue, as an example, in WOW after you decide who you will be, > what you will wear, etc you are given a mission. As opposed to Second > Life where I built my avatar and then essentially walked around, lost. > > If you were able to give your students directions to you virtually > that > may work. > > Do I have this wrong? Is a player given a sense of purpose and an > idea > of what they need to do to continue playing? > > Barry Burkett, > Frankfort, KY > > -----Original Message----- > From: technology-bounces at nifl.gov [ mailto:technology- > bounces at nifl.gov] > On Behalf Of Bakin, Barry > Sent: Monday, August 13, 2007 6:59 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1211] Re: Prosessional Development Design > &Developmentfor the 21st Century > > I don't know if it's been mentioned in this forum or not but > there's an > interesting discussion taking place at Sylvia Martinez' blog on her > experiences with using SL as an educator. It's worth looking at for > some of the issues that she raises. You can read through her original > posting as the responses at > http://blog.genyes.com/index.php/2007/07/21/second-thoughts-on- > second-li > fe/ Again, as David notes, my position is not one of saying one > should > use or not use Second Life but rather what would it take to get to the > point that educators would want to invest their time to make this > technology tool practical for the students they work with. > Speaking as > one who is extremely pleased to get something as basic as an email > message from a student, it would take some doing to expect my students > to be creating avatars and visiting educational sites on SL on their > own. I'm not convinced yet that my time is well-spent on encouraging > that endeavor. > > Barry Bakin > Pacoima Skills Center > Division of Adult and Career Education, > Los Angeles Unified School District > > -----Original Message----- > From: technology-bounces at nifl.gov [ mailto:technology- > bounces at nifl.gov] > On Behalf Of David J. Rosen > Sent: Monday, August 13, 2007 11:31 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1210] Re: Prosessional Development Design & > Developmentfor the 21st Century > > > Hello Mark, and others, > > Thanks for your thoughts on the use of Second Life (SL) for adult > literacy education. I hope you will share some of your group's > research > on "under what conditions and for what purposes 3DVR might be more > appropriate or effective than other tools/environments for > learning" and > what you see as some of the opportunities and limitations of using > Second Life. I would like to learn more about what "we need to > advocate > *for* educators *to* vendors like Linden Labs, so they build in more > education-appropriate features." What features on SL do you think are > worthwhile? What other features should we be advocating for? > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to barry.burkett at franklin.kyschools.us > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to bonniesophia at sbcglobal.net > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to gradplan1 at gmail.com > > > > -- > Cindy Holden > High School Liaison > Learning Works Windham > 167 Main Street > Brattleboro, VT 05301 > > (802) 257-9449 extension 106 > (802) 257-3762 fax > cholden at vtadultlearning.org > ---------------------------------------------------- National > Institute for Literacy Technology and Literacy mailing list > Technology at nifl.gov To unsubscribe or change your subscription > settings, please go to http://www.nifl.gov/mailman/listinfo/ > technology Email delivered to jennfwms at aol.com > Email and AIM finally together. You've gotta check out free AOL Mail! > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jennfwms at aol.com ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070923/e85c15e7/attachment.html From pnaidu at kennesaw.edu Mon Sep 24 12:10:33 2007 From: pnaidu at kennesaw.edu (Pinder Naidu) Date: Mon, 24 Sep 2007 12:10:33 -0400 Subject: [Technology 1298] Re: Discussion Announcement: Technology Integration Self-Assessment Message-ID: To All: As a user of technology in classes with students, I wonder when and how do we know if technology is the appropriate tool. Is it after we have invested time and effort into the software and realize that students are not using it? Or is there a survey that we can use to access our students ability to access the technology and if so how often would they use it? I am concerned that we use technology as a tool and not give it the more importance than face to face instruction. Pinder Naidu Math Instructor Georgia State Graduate Student >>> MariannF at lacnyc.org 9/24/2007 11:03:06 AM >>> Dear Technology list colleagues, I am very pleased to announce that Marian Thatcher, a regular contributor to the tech list, will be leading a discussion on the newly launched Technology Integration Self-Assessment (TISA) next week. More information about the TISA will follow on a subsequent email. For now here is the general shape the discussion will take. What other questions and areas of concern would you like to see addressed? Discussion Announcement: On October 1 - 5, Marian Thacher will be joining the NIFL Technology and Literacy Discussion List to lead a discussion on the new online technology self-assessment for teachers at AdultEd Online, www.adultedonline.org. Marian is the director of OTAN (www.otan.us) a California adult education project that provides information and technology integration support for adult educators in California. Prior to her five years with OTAN, she taught ESL and was involved in workplace education and media projects in San Diego and Chicago. In addition to sharing information about the self-assessment and the professional development plan that accompanies it, Marian will share the development process and resources that were used to create the tool. Questions related to technology integration are: 1. What are the skills an adult education teacher should have in order to use technology effectively with learners? 2. What is the role of a professional development plan, and how should it be used? 3. How do we keep up with the fast pace of technology change? What are our learning strategies? What other questions would you like to discuss about technology integration competencies, professional development plans, and the challenge of keeping up? Regards,Mariann Mariann FedeleDirector,NYC Regional Adult Education NetworkLiteracy Assistance CenterModerator, NIFL Technology and Literacy Discussion List 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf at lacnyc.org www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070924/01b47aef/attachment.html From MariannF at lacnyc.org Fri Sep 28 09:26:34 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Fri, 28 Sep 2007 09:26:34 -0400 Subject: [Technology 1299] Professional Development Needs Assessment Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB852AA1F@lac-exch.lacnyc.local> Hello Tech list colleagues, The announcement below is from the National Institute for Literacy. You are encouraged to take the survey and weigh-in on the type of professional development that will be offered through NIFL's Regional Resource Centers. All the best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ************************************************** Adult education teachers and administrators: Have you taken the time to complete the National Institute for Literacy's online professional development survey? If not, there is still time to express your =20 opinion and share your thoughts to help influence decisions that are being made nationally on professional development. The National Institute for Literacy is conducting a survey on the professional development needs of adult education practitioners =20 across the country. We need your help to gather information that reflects your own needs in the area of professional development as well as how you think professional development should be offered. We are asking for only =20 10-15 minutes of your time. Follow this link to take the survey at http://www.nifl.gov/lincs/needssurvey/ The online survey is available until November 9, 2007. Information collected from the professional development needs survey =20 will be used by the Institute and the LINCS Regional Resource Centers to 1) =20 give us insights on how Institute-produced materials and training can be disseminated and 2) identify areas where the Institute might want to =20 develop additional materials and trainings. The Regional Resource Centers =20 will use the data to develop a regional dissemination plan that will include =20 how to best disseminate and present Institute-sponsored resources and =20 training in partnership with the state organizations. The National Institute for Literacy, a federal agency, provides =20 leadership on literacy issues, including the improvement of reading instruction for children, youth, and adults. In consultation with the U.S. =20 Departments of Education, Labor, and Health and Human Services, the Institute serves =20 as a national resource on current, comprehensive literacy research, =20 practice, and policy. The National Institute for Literacy is committed to the dissemination of high-quality resources to help practitioners use evidence-based instructional practices that improve outcomes in adult learners' =20 literacy skills. LINCS is the backbone of the Institute's dissemination system, providing information on a wide variety of literacy relevant topics, =20 issues, and resources through regional resource centers, collections of =20 resources, and discussion lists. For more information about the National =20 Institute for Literacy and LINCS visit http://www.nifl.gov <http://www.nifl.gov/> From jennfwms at aol.com Sun Sep 30 06:05:48 2007 From: jennfwms at aol.com (jennfwms at aol.com) Date: Sun, 30 Sep 2007 06:05:48 -0400 Subject: [Technology 1300] Re: Discussion Announcement: Technology Integration Self-Assessment In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB852A800@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB852A800@lac-exch.lacnyc.local> Message-ID: <8C9D1609C1CF4AD-BAC-748C@webmail-de08.sysops.aol.com> Mariann: Do you think this session would be good for tutors of adult learners or is geared more to Formal classroom adult education instructors? Jennifer Williams GA State University -----Original Message----- From: Mariann Fedele To: The Technology and Literacy Discussion List Sent: Mon, 24 Sep 2007 11:03 am Subject: [Technology 1295] Discussion Announcement: Technology Integration Self-Assessment Dear Technology list colleagues, ? I am very pleased to announce that Marian Thatcher, a regular contributor to the tech list, will be leading a discussion on the newly launched Technology Integration Self-Assessment (TISA) next week. More information about the TISA will follow on a subsequent email. For now here is the general shape the discussion will take. What other questions and areas of concern would you like to see addressed? ? Discussion Announcement: ? On October 1 - 5, Marian Thacher will be joining the NIFL Technology and Literacy Discussion List to lead a discussion on the new online technology self-assessment for teachers at AdultEd Online, www.adultedonline.org. Marian is the director of OTAN (www.otan.us) a California adult education project that provides information and technology integration support for adult educators in California. Prior to her five years with OTAN, she taught ESL and was involved in workplace education and media projects in San Diego and Chicago. In addition to sharing information about the self-assessment and the professional development plan that accompanies it, Marian will share the development process and resources that were used to create the tool. Questions related to technology integration are: 1. What are the skills an adult education teacher should have in order to use technology effectively with learners? 2. What is the role of a professional development plan, and how should it be used? 3. How do we keep up with the fast pace of technology change? What are our learning strategies? What other questions would you like to discuss about technology integration competencies, professional development plans, and the challenge of keeping up? ? Regards, Mariann ? ? Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ? ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jennfwms at aol.com ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20070930/8cb8870e/attachment.html From MariannF at lacnyc.org Mon Oct 1 08:34:19 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Mon, 1 Oct 2007 08:34:19 -0400 Subject: [Technology 1301] Discussion today: Technology Integration Self-Assessment Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB852AA97@lac-exch.lacnyc.local> Dear Technology list colleagues, I am very pleased to welcome Marian Thatcher to the Technology list beginning today to lead a discussion on the newly launched Technology Integration Self-Assessment (TISA) next week. Marian will begin posting in just a couple of hours from now and leading this discussion through this Friday, October 5th. Marian is the director of OTAN (www.otan.us) a California adult education project that provides information and technology integration support for adult educators in California. Prior to her five years with OTAN, she taught ESL and was involved in workplace education and media projects in San Diego and Chicago. In addition to sharing information about the self-assessment and the professional development plan that accompanies it, Marian will share the development process and resources that were used to create the tool. Questions related to technology integration are: 1. What are the skills an adult education teacher should have in order to use technology effectively with learners? 2. What is the role of a professional development plan, and how should it be used? 3. How do we keep up with the fast pace of technology change? What are our learning strategies? What other questions would you like to discuss about technology integration competencies, professional development plans, and the challenge of keeping up? Once again, welcome Marian! Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071001/a1a8ec1c/attachment.html From gspangenberg at caalusa.org Mon Oct 1 09:21:51 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Mon, 1 Oct 2007 09:21:51 -0400 Subject: [Technology 1302] (no subject) Message-ID: <29665244-BB3C-424E-9C9B-09C238726837@caalusa.org> New York, NY 10-1-07 -- The Council for Advancement of Adult Literacy (CAAL) has released a new Policy Brief by senior analyst Julie Strawn of the Center for Law and Social Policy. This publication, POLICIES TO PROMOTE ADULT EDUCATION AND POSTSECONDARY ALIGNMENT, was prepared for the 3rd meeting of the National Commission on Adult Literacy on August 20, 2007. As introduced by its author, the publication focuses on "helping adults with lower skills and/or limited English proficiency earn postsecondary credentials that open doors to family- supporting jobs." It examines obstacles to moving toward this goal -- with major attention to lack of alignment between federal and state adult education efforts, job training services, and postsecondary education policies. It also draws attention to the financial, personal, and family challenges that prevent adults from seeking and completing programs. Numerous policy and action recommendations are given for Commission consideration. The publication is available for download from the website of the National Commission, at www.nationalcommissiononadultliteracy.org/pandp.html It is also available in bound version from CAAL (for pricing and ordering instructions, bheitner at caalusa.org). Other materials developed for various meetings of the National Commission are also available at the Commission's website. The website, and publications and the activities of the National Commission, are supported by grants and in-kind support from the Dollar General Corporation, The McGraw-Hill Companies, the Ford Foundation, and several individual donors including Harold W. McGraw, Jr. Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071001/e33cf3a7/attachment.html From mthacher at otan.us Mon Oct 1 14:43:49 2007 From: mthacher at otan.us (Marian Thacher) Date: Mon, 01 Oct 2007 11:43:49 -0700 Subject: [Technology 1303] Technology Integration Self-Assessment - an Intro Message-ID: Greetings to All on the NIFL Technology List, I appreciate the opportunity to communicate with all of you about the AdultEd Online self-assessment tool that went live in September, the Technology Integration Self-Assessment. I know some of you have had a chance to check it out, and I'm interested to receive your feedback. The idea behind this tool was to make it possible for any adult education teacher anywhere to get online and take the self-assessment in order to see what is involved in integrating technology in the classroom, and where their strengths and weaknesses might lie. In addition, completing the self-assessment leads to creating a professional development plan the contains competencies to focus on, learning strategies, online resources, and a timeline for completing tasks. I think this model is very promising for professional development in general, and I'm curious to see to what extent it gets used by teachers and programs. Just to give you a little background about the development, we started out by researching what technology integration standards already exist, and also looking at self-assessments. Most of these are from the K12 system and from teacher preparation programs. Some are very detailed, and some more minimal than ours. We tried to find a good balance between including all important skills and keeping the self-assessment short enough to complete in about 15 minutes. http://cnets.iste.org/teachers/t_stands.html The ISTE Ed Tech Standards for Teachers are probably the best known set of standards. Although they are fairly general, there are many resources for K12 teachers attached to them, such as sample activities and lesson plans. http://21stcenturyschools.northcarolina.edu/technology/competencies.html Here is an example from North Carolina of a very detailed list of possible technology skills. You will see that for AdultEd Online we chose a middle path, covering 12 competency areas, and addressing both personal and classroom skills where appropriate. We also tried to provide examples where we thought that a teacher might need to see an example of something like a class web site or the use of an assistive technology. Although the tool is designed for teachers, there is also an admin section. If you create an administrator account, you can invite teachers to take the self-assessment, keep track of who has completed it, and see aggregated results for your program. Do you think 15-20 minutes is reasonable for an online self-assessment? Do you think teachers will use this tool on their own, or mainly if requested by their program? What do you think are the best ways of letting people know about this tool? In my next messages I will address the 12 selected areas and reply to some of the questions you have already posed. Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071001/ec2a0279/attachment.html From mthacher at otan.us Mon Oct 1 14:51:43 2007 From: mthacher at otan.us (Marian Thacher) Date: Mon, 01 Oct 2007 11:51:43 -0700 Subject: [Technology 1304] Tech Self-Assessment, what about tutors? Message-ID: Jennifer Williams asked if this discussion would be good for tutors of adult learners, or more geared to a formal classroom situation. I would say that although the self-assessment is geared towards classroom teachers, tutors could gain some ideas from taking it as well. While you might not do a video project with an individual learner, a tutor could certainly use word processing or spreadsheet skills to create activities and worksheets, some assessment issues would be the same, and assistive technology might be appropriate in some situations. So I encourage tutors to participate and let us know which parts you find relevant to your situations. Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071001/51beb2e4/attachment.html From gspangenberg at caalusa.org Mon Oct 1 13:36:04 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Mon, 1 Oct 2007 13:36:04 -0400 Subject: [Technology 1305] Commission paper by Julie Strawn released References: <29665244-BB3C-424E-9C9B-09C238726837@caalusa.org> Message-ID: Begin forwarded message: > From: Gail Spangenberg > Date: October 1, 2007 9:21:51 AM EDT > To: National Literacy Advocacy List sponsored by AAACE nla at lists.literacytent.org>, library-lit at ala.org, > assessment at nifl.gov, The Adult English Language Learners Discussion > List , familylliteracy at nifl.gov, > focusonbasics at nifl.gov, healthlitgeracy at nifl.gov, > learningdisabilitgies at nifl.gov, professionaldevelopment at nifl.gov, > povertyracewomen at nifl.gov, specialtopics at nifl.gov, > technology at nifl.gov, workplace at nifl.gov > > New York, NY 10-1-07 -- The Council for Advancement of Adult > Literacy (CAAL) has released a new Policy Brief by senior analyst > Julie Strawn of the Center for Law and Social Policy. This > publication, POLICIES TO PROMOTE ADULT EDUCATION AND POSTSECONDARY > ALIGNMENT, was prepared for the 3rd meeting of the National > Commission on Adult Literacy on August 20, 2007. As introduced by > its author, the publication focuses on "helping adults with lower > skills and/or limited English proficiency earn postsecondary > credentials that open doors to family-supporting jobs." It examines > obstacles to moving toward this goal -- with major attention to > lack of alignment between federal and state adult education > efforts, job training services, and postsecondary education > policies. It also draws attention to the financial, personal, and > family challenges that prevent adults from seeking and completing > programs. Numerous policy and action recommendations are given for > Commission consideration. The publication is available for download > from the website of the National Commission, at > www.nationalcommissiononadultliteracy.org/pandp.html It is also > available in bound version from CAAL (for pricing and ordering > instructions, bheitner at caalusa.org). > > Other materials developed for various meetings of the National > Commission are also available at the Commission's website. The > website, and publications and the activities of the National > Commission, are supported by grants and in-kind support from the > Dollar General Corporation, The McGraw-Hill Companies, the Ford > Foundation, and several individual donors including Harold W. > McGraw, Jr. > > > > > Council for Advancement of Adult Literacy > 1221 Avenue of the Americas - 46th Fl > New York, NY 10020 > 212-512-2362, F: 212-512-2610 > www.caalusa.org > > > Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071001/8920371c/attachment.html From ekocher at state.pa.us Mon Oct 1 13:51:23 2007 From: ekocher at state.pa.us (Kocher, Eileen) Date: Mon, 1 Oct 2007 13:51:23 -0400 Subject: [Technology 1306] Last call for PAACE proposals! Message-ID: <4D4E531F4AA25841BE7BC07B478F574008FA209D@enhbgpri06.backup> Today is the last day to submit session/workshop proposals for the 2008 PAACE Midwinter Conference. Adult educators of any nature are invited to submit best practices, research, innovations, and roundtable discussions in categories aligned with PAACE Program Divisions, as well as Administration, Public Policy, and Research. Details and link to the online form at http://www.paacesite.org The submission form will be available until 8:00pm tonight, October 1. The conference, February 6-8, 2008, in Hershey, PA, is shaping up to be a quality adult education experience. We invite you to attend the conference, whether or not you are presenting. Tana Reiff TIU Community Education Services First Vice-President, Pennsylvania Association for Adult Continuing Education (PAACE) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071001/08f2f820/attachment.html From mthacher at otan.us Mon Oct 1 15:17:14 2007 From: mthacher at otan.us (Marian Thacher) Date: Mon, 01 Oct 2007 12:17:14 -0700 Subject: [Technology 1307] Tech Self-Assessment, tech for tech's sake Message-ID: Pinder Naidu raised the very important question of how we know when technology is an appropriate tool. We certainly don't want to be promoting technology for technology's sake. Rather, all the various technologies at our disposal are simply tools. For example, the interactive whiteboard does all the same things you can do with a blackboard and chalk, with some additional features such as being able to save what is written there, being able to select and move things around, capturing Web pages or textbook pages, and converting handwriting to text. I was excited when I saw the ability to select and move pictures, because I had file drawers in my garage full of envelopes of cut up pictures for ESOL learners to manipulate as part of practicing vocabulary. So the advent of the electronic whiteboard allowed me to make my lesson planning simpler, and to clean out my garage! I wasn't aware of the possibilities of assistive technology until I had an older man in my classroom who had a hard time reading on the computer screen. Changing the text size and colors helped, so I became a fan of the kinds of assistance that are built into Windows and other operating systems. I have seen this with other teachers too. What's exciting is not technology itself, but technology that provides a solution to an existing problem. So, my hope for the self-assessment is that it addresses technology skills that will ehlp teachers solve classroom problems. Have you seen other examples of this? Have you seen examples of using technology just for the sake of technology, and not addressing a learning or teaching challenge? Do you think technology is under-utilized, or over-hyped? Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071001/232ee446/attachment.html From ggorin at gmail.com Mon Oct 1 18:02:40 2007 From: ggorin at gmail.com (Ginnie Gorin) Date: Mon, 1 Oct 2007 18:02:40 -0400 Subject: [Technology 1308] Re: Technology Integration Self-Assessment - an Intro In-Reply-To: References: Message-ID: As coordinator of a Adult Education program in northeastern CT ("the quiet corner"), I happened upon this website as I was preparing for our fall professional development workshops for teachers. I tried it myself and very much liked it, so I recommended to the staff. Hopefully some of them will check it out and give me feedback. Ginni Gorin On 10/1/07, Marian Thacher wrote: > > Greetings to All on the NIFL Technology List, > > I appreciate the opportunity to communicate with all of you about the > AdultEd Online self-assessment tool that went live in September, the > Technology Integration Self-Assessment. I know some of you have had a chance > to check it out, and I'm interested to receive your feedback. > > The idea behind this tool was to make it possible for any adult education > teacher anywhere to get online and take the self-assessment in order to see > what is involved in integrating technology in the classroom, and where their > strengths and weaknesses might lie. > > In addition, completing the self-assessment leads to creating a > professional development plan the contains competencies to focus on, > learning strategies, online resources, and a timeline for completing tasks. > I think this model is very promising for professional development in > general, and I'm curious to see to what extent it gets used by teachers and > programs. > > Just to give you a little background about the development, we started out > by researching what technology integration standards already exist, and also > looking at self-assessments. Most of these are from the K12 system and from > teacher preparation programs. Some are very detailed, and some more minimal > than ours. We tried to find a good balance between including all important > skills and keeping the self-assessment short enough to complete in about 15 > minutes. > > http://cnets.iste.org/teachers/t_stands.html > The ISTE Ed Tech Standards for Teachers are probably the best known set of > standards. Although they are fairly general, there are many resources for > K12 teachers attached to them, such as sample activities and lesson plans. > > http://21stcenturyschools.northcarolina.edu/technology/competencies.html > Here is an example from North Carolina of a very detailed list of possible > technology skills. > > You will see that for AdultEd Online we chose a middle path, covering 12 > competency areas, and addressing both personal and classroom skills where > appropriate. We also tried to provide examples where we thought that a > teacher might need to see an example of something like a class web site or > the use of an assistive technology. > > Although the tool is designed for teachers, there is also an admin > section. If you create an administrator account, you can invite teachers to > take the self-assessment, keep track of who has completed it, and see > aggregated results for your program. > > Do you think 15-20 minutes is reasonable for an online self-assessment? Do > you think teachers will use this tool on their own, or mainly if requested > by their program? What do you think are the best ways of letting people know > about this tool? > > In my next messages I will address the 12 selected areas and reply to some > of the questions you have already posed. > > Marian > ~~~~~~~~~~~~~~~~~ > Marian Thacher, OTAN > P.O. Box 269003 > Sacramento, CA 95826-9003 > (916) 228-2597 > www.otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to ggorin at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071001/503dae54/attachment.html From mthacher at otan.us Mon Oct 1 19:38:44 2007 From: mthacher at otan.us (Marian Thacher) Date: Mon, 01 Oct 2007 16:38:44 -0700 Subject: [Technology 1309] Re: =?iso-8859-1?q?Technology_Integration_Self-Assessment_-_an_?= =?iso-8859-1?q?=09Intro?= In-Reply-To: References: Message-ID: Thanks, Ginni. Our hope is that some programs, and eventually some states, will adopt this as part of their professional development. In California, agencies with a certain kind of EL Civics funding are required to submit a technology plan, and as part of that we have been using a different staff self-assessment, one that pretty much focuses on computer skills. I like the AdultEd Online one better because it is broader, addressing a variety of different skill areas. So far, people seem very open to switching over next year, so I'm hopeful that we will be able to do that. Marian The Technology and Literacy Discussion List on Monday, October 01, 2007 at 3:02 PM -0800 wrote: >As coordinator of a Adult Education program in northeastern CT ("the >quiet corner"), I happened upon this website as I was preparing for our >fall professional development workshops for teachers. I tried it myself >and very much liked it, so I recommended to the staff. Hopefully some of >them will check it out and give me feedback. >Ginni Gorin > >On 10/1/07, Marian Thacher <[ mailto:mthacher at otan.us ]mthacher at otan.us> >wrote: > > >Greetings to All on the NIFL Technology List, > >I appreciate the opportunity to communicate with all of you about the >AdultEd Online self-assessment tool that went live in September, the >Technology Integration Self-Assessment. I know some of you have had a >chance to check it out, and I'm interested to receive your feedback. > >The idea behind this tool was to make it possible for any adult education >teacher anywhere to get online and take the self-assessment in order to >see what is involved in integrating technology in the classroom, and >where their strengths and weaknesses might lie. > >In addition, completing the self-assessment leads to creating a >professional development plan the contains competencies to focus on, >learning strategies, online resources, and a timeline for completing >tasks. I think this model is very promising for professional development >in general, and I'm curious to see to what extent it gets used by >teachers and programs. > >Just to give you a little background about the development, we started >out by researching what technology integration standards already exist, >and also looking at self-assessments. Most of these are from the K12 >system and from teacher preparation programs. Some are very detailed, and >some more minimal than ours. We tried to find a good balance between >including all important skills and keeping the self-assessment short >enough to complete in about 15 minutes. > >[ http://cnets.iste.org/teachers/t_stands.html >]http://cnets.iste.org/teachers/t_stands.html >The ISTE Ed Tech Standards for Teachers are probably the best known set >of standards. Although they are fairly general, there are many resources >for K12 teachers attached to them, such as sample activities and lesson >plans. > >[ >http://21stcenturyschools.northcarolina.edu/technology/competencies.html >]http://21stcenturyschools.northcarolina.edu/technology/competencies.html >Here is an example from North Carolina of a very detailed list of >possible technology skills. > >You will see that for AdultEd Online we chose a middle path, covering 12 >competency areas, and addressing both personal and classroom skills where >appropriate. We also tried to provide examples where we thought that a >teacher might need to see an example of something like a class web site >or the use of an assistive technology. > >Although the tool is designed for teachers, there is also an admin >section. If you create an administrator account, you can invite teachers >to take the self-assessment, keep track of who has completed it, and see >aggregated results for your program. > >Do you think 15-20 minutes is reasonable for an online self-assessment? >Do you think teachers will use this tool on their own, or mainly if >requested by their program? What do you think are the best ways of >letting people know about this tool? > >In my next messages I will address the 12 selected areas and reply to >some of the questions you have already posed. > >Marian >~~~~~~~~~~~~~~~~~ >Marian Thacher, OTAN >P.O. Box 269003 >Sacramento, CA 95826-9003 >(916) 228-2597 >[ http://www.otan.us ]www.otan.us > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >[ mailto:Technology at nifl.gov ] Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to [ >http://www.nifl.gov/mailman/listinfo/technology ] >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to [ mailto:ggorin at gmail.com ]ggorin at gmail.com > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071001/8f1efa36/attachment.html From MariannF at lacnyc.org Tue Oct 2 10:27:34 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Tue, 2 Oct 2007 10:27:34 -0400 Subject: [Technology 1310] Discussion day two Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB852AB44@lac-exch.lacnyc.local> Hello Tech list Colleagues, I would like to welcome Marian Thatcher back to the technology list for day two of our discussion of the Technology Integration Self-Assessment. Have members of the list been able to access and go through the assessment? Please share your reflections, thoughts and questions with Marian and the list. Welcome back Marian! Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071002/00268159/attachment.html From bonniesophia at sbcglobal.net Tue Oct 2 10:45:50 2007 From: bonniesophia at sbcglobal.net (Bonnie Odiorne) Date: Tue, 2 Oct 2007 07:45:50 -0700 (PDT) Subject: [Technology 1311] Re: Discussion day two In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB852AB44@lac-exch.lacnyc.local> Message-ID: <756393.4001.qm@web83308.mail.sp1.yahoo.com> I have poor eyesight so that may be a factor, but while, following the link that was published yesterday (I didn't go back to previous information) I could locate the standards, but not the self-assessment. Bonnie Odiorne, Ph.D. Director, Writing Center, Adjunct Professor, Post University, Waterbury, CT writingcenter at post.edu Mariann Fedele wrote: st1\:*{behavior:url(#default#ieooui) } Hello Tech list Colleagues, I would like to welcome Marian Thatcher back to the technology list for day two of our discussion of the Technology Integration Self-Assessment. Have members of the list been able to access and go through the assessment? Please share your reflections, thoughts and questions with Marian and the list. Welcome back Marian! Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to bonniesophia at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071002/efe2c563/attachment.html From MariannF at lacnyc.org Tue Oct 2 10:55:52 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Tue, 2 Oct 2007 10:55:52 -0400 Subject: [Technology 1312] State and program use of the TISA Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB852AB4D@lac-exch.lacnyc.local> Hello Marian and all, Marian, my question is about how the technology integration Self-Assessment can be used effectively at the individual teacher level, the program level and perhaps at the regional or state level. What would be a way you would suggest program manager's or state ed. directors think about using this tool to enhance program performance? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071002/605089a0/attachment.html From mthacher at otan.us Tue Oct 2 11:18:55 2007 From: mthacher at otan.us (Marian Thacher) Date: Tue, 02 Oct 2007 08:18:55 -0700 Subject: [Technology 1313] Re: Discussion day two In-Reply-To: <756393.4001.qm@web83308.mail.sp1.yahoo.com> References: <756393.4001.qm@web83308.mail.sp1.yahoo.com> Message-ID: Hi Bonnie, >From http://www.adultedonline.org/, under the heading Tech Savvy? there are two links. One says Teachers start here, and the other is Administrators start here. Click on one of these links to create an account and get started. Marian The Technology and Literacy Discussion List on Tuesday, October 02, 2007 at 7:45 AM -0800 wrote: >I have poor eyesight so that may be a factor, but while, following the >link that was published yesterday (I didn't go back to previous >information) I could locate the standards, but not the self-assessment. >Bonnie Odiorne, Ph.D. Director, Writing Center, Adjunct Professor, Post >University, Waterbury, CT writingcenter at post.edu > >Mariann Fedele wrote: > > >Hello Tech list Colleagues, >I would like to welcome Marian Thatcher back to the technology list for >day two of our discussion of the Technology Integration Self-Assessment. >Have members of the list been able to access and go through the >assessment? >Please share your reflections, thoughts and questions with Marian and the >list. >Welcome back Marian! > > >Mariann Fedele >Director, >NYC Regional Adult Education Network >Literacy Assistance Center >Moderator, >NIFL Technology and Literacy Discussion List >32 Broadway 10th Floor >New York, New York 10004 >212-803-3325 >[ mailto:mariannf at lacnyc.org ]mariannf at lacnyc.org >[ http://www.lacnyc.org/ ]www.lacnyc.org > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to bonniesophia at sbcglobal.net > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071002/97f8f432/attachment.html From mthacher at otan.us Tue Oct 2 11:29:32 2007 From: mthacher at otan.us (Marian Thacher) Date: Tue, 02 Oct 2007 08:29:32 -0700 Subject: [Technology 1314] Re: State and program use of the TISA In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB852AB4D@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB852AB4D@lac-exch.lacnyc.local> Message-ID: Good question, Mariann. For the program level, an administrator can create an account and invite teachers to take the assessment. I see this as a planning tool for professional development. Let's say you invite 10 teachers to take the assessment. When they register they will have an option to share their results with you. If they do so (by checking a box), you can see individual assessment results and professional development plans. But even if they don't, you will see aggregated results for those 10 teachers. There might be a certain competency area that you clearly would want to focus on for some professional development. You could also ask teachers to complete a professional development plan and email it to you, to be part of their professional goals for the year. For teachers, the plan provides an option to be reminded at the beginning of each month by email of things they planned to complete that month. Most teachers so far have liked that option. If you wanted to have separate results for different groups of teachers, you could simply create separate admin accounts in order to do that. Theoretically, the same could be done on the state level. We haven't programmed this capability, but several states have inquired about it, and I'm hoping that if there is enough interest we will be able to do that in the near future. Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us The Technology and Literacy Discussion List on Tuesday, October 02, 2007 at 7:55 AM -0800 wrote: >Hello Marian and all, > >Marian, my question is about how the technology integration >Self-Assessment can be used effectively at the individual teacher level, >the program level and perhaps at the regional or state level. What would >be a way you would suggest program manager?s or state ed. directors think >about using this tool to enhance program performance? > >Regards, >Mariann > >Mariann Fedele >Director, >NYC Regional Adult Education Network >Literacy Assistance Center > >Moderator, >NIFL Technology and Literacy Discussion List >32 Broadway 10th Floor >New York, New York 10004 >212-803-3325 >[ mailto:mariannf at lacnyc.org ]mariannf at lacnyc.org >[ http://www.lacnyc.org ]www.lacnyc.org > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071002/9bce1236/attachment.html From tsticht at znet.com Tue Oct 2 16:38:19 2007 From: tsticht at znet.com (tsticht at znet.com) Date: Tue, 02 Oct 2007 13:38:19 -0700 Subject: [Technology 1315] Milestones in Adult Literacy Message-ID: <1191357499.4702ac3b13eaa@webmail.znet.net> October 2, 2007 Milestones in the History of Adult Literacy Education Tom Sticht International Consultant in Adult Education In a number of venues in the last few years I have presented a speech entitled "The Shoulders on Which We Stand." This presentation has reviewed a number of great adult literacy educators who have worked to teach reading to adults from the time of the Civil War to World War II. After the presentation I have often been asked for references to any papers I have written about this history of adult literacy education, and I have provided a reference to papers on the www.nald.ca library web pages. But those papers do not include any photographs or other graphics that I use in my presentation. Now the National Institute for Literacy (NIFL) has produced a new electronic newspaper series called QEd. This e-newspaper is available on the www.nifl.gov web site. The QEd will present a series of five e-papers on the scientific evidence for adult literacy educators. Additionally, the series will provide a series of brief notes from my presentation on The Shoulders on Which We Stand called Milestones. According to the first issue, "Milestones features some of the exceptional people who have been part of the long history of adult literacy education in the United States. It also illustrates the movement toward integrating professional wisdom and scientific approaches in teaching reading to adults." In the NIFL newsletter in addition to text there are photos or other graphics that those who have attended my presentation have asked about. Now you can acquire a series of historical Milestones with text and photos that can be used to inspire adult educators in their work by letting them see that they are part of a long term effort by some people just like themselves. These are people dedicated to helping adults learn to read and write and they provide The Shoulders on Which We Stand today. The text of the first Milestone follows. "HARRIET A. JACOBS: LITERACY AND LIBERATION by Tom Sticht One of the earliest accounts of teaching an adult to read comes from the slave Harriet A.Jacobs (1813-1897).Even though it was unlawful to teach slaves to read,Jacobs ?owner ?s daughter taught her to read and write.In 1861,after she became a free woman,Jacobs wrote "Incidents in the Life of a Slave Girl Written by Herself "(Jacobs,1987/1861).In the book she tells how she helped an older black man,a slave like her,learn to read:"I taught him his A,B,C ?his progress was astonishing ?At the end of six months he had read through the New Testament and could find any text in it." Later,Jacobs taught literacy to former slaves in the Freedmen ?s schools during Reconstruction following the Civil War." You will find a photo of Harriet Jacobs in the first issue of the QEd. Collect all five issues of the QEd for a nice illustrated set of Milestones of adult literacy education in the United States. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net From mthacher at otan.us Tue Oct 2 20:29:03 2007 From: mthacher at otan.us (Marian Thacher) Date: Tue, 02 Oct 2007 17:29:03 -0700 Subject: [Technology 1316] Technology Integration - what is it? Message-ID: One of the interesting challenges in creating the Technology Integration Self-Assessment (www.adultedonline.org) was to determine exactly what should be included in the definition of technology integration. After looking at a variety of tools, lists, and sets of standards, we decided on 12 categories of competencies. The list was reviewed and discussed by several experts in the field, including Mariann Fedele, our fearless list moderator; David Rosen, a consultant and frequent list participant; Laurie Cozzolino, a consultant who has been active with technology for adult education for many years; and Donna Price, a technology resource teacher for adult ESOL in San Diego. With their input, and feedback from a number of teacher/reviewers and pilot testers, we settled on the following list: I. Basic Computer Operation Includes file management, minor troubleshooting, and helping students learn these skills II. Productivity Software Includes word processing, presentation programs (like PowerPoint), spreadsheets, and graphics III. Instructional Software Includes evaluating instructional software and assigning and tracking learners IV. Assistive Technology Includes making computers accessible as well as locating appropriate software and assistive devices V. Using the Internet Includes using the Internet personally as well as in the classroom VI. Virtual Communication and Collaboration Includes using email, discussion boards, blogs, podcasting and other ways of communicating, both personally and in the classroom VII. Video Technologies Includes using a video camera and doing video projects with learners VIII. Evaluating and Incorporating New Technologies The list of new technologies will always be a moving target, but the questions mostly ask about strategies for keeping up with whatever is new IX. Managing the Technology-Enhanced Classroom Not a specific technology, but a set of strategies and attitudea about integrating new technology possibilities into teaching X. Assessment Asks about both standardized testing and creating online and performance-based assessments XI. Professional Development Includes professional development about technology, and also professional development through technology XII. Social, Legal and Health Issues Includes acceptable use policies, copyright laws, ergonomics and the role of technology in society This can be a pretty daunting list, but the site encourages users to focus on only 1 or 2 competencies at a time, and definitely not to select more than 4 items to include in a professional development plan. Hopefully just taking the self-assessment will be an enlightening experience for some, raising the possibilities and providing examples. Not everyone has access to all kinds of technology, so the assessment asks people to rate both their skills and the importance to their teaching now or in the future. You might not have access to a video camera right now, for example, but that could change in the future. The areas that will show up as priorities for professional development are the ones that have an average rating of above 2 in priority, on a scale of 1 to 4, and below 2 on skills. Does it seem to you that this list covers the important areas? Any thoughts about the areas covered, or how the self-assessment might affect teachers? Can you see the teachers in your program using the self-assessment? Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071002/c194bf94/attachment.html From djrosen at comcast.net Wed Oct 3 08:41:13 2007 From: djrosen at comcast.net (David J. Rosen) Date: Wed, 3 Oct 2007 08:41:13 -0400 Subject: [Technology 1317] Trying Out the Technology Integration Self Assessment (TISA) In-Reply-To: References: Message-ID: Technology Colleagues, Marian Thacher mentioned that I helped to review the TISA competencies. As I was considering the technology competency categories and, within them, the specific competencies, I was thinking that the list should be wide-ranging, that it should cover the basics and also push in some new directions for using technology. I thought that the assessment that would be developed based on the list should be useful for a teacher who was new to using technology in the classroom and not confident, and also for a teacher who had a lot of experience using technology but was ready to take on new skills and knowledge. When you take the assessment, please let us know if the range of comepetencies met your needs for professional development. Were you able to identify ways that you could grow in using technology in the classroom? Speaking of which, please do take the assessment. It's at http:// adultedonline.org/ If you can, do it today so you can fully participate in this discussion. If you have more time, use the TISA to build yourself an Integrating technology professional development plan. Then let us know how this worked for you. For those who may be confused about what this is, the Technology Integration Self Assessment (TISA) is an online self assessment of one's skills in using technology in the adult education classroom, and it is more. It is a planning process that leads to a professional development plan. And more. It includes strategies for using local, face-to-face professional development learning resources, and for each competency it also includes links to free, online learning resources for teachers. Since I was very involved in selecting the online learning resources for teachers, I am particularly eager to see what you think of them. I would also appreciate knowing about other (better) free online resources that would help a teacher master a particular integrating technology competency. The list of learning resources is useful, I believe, but could be better. If you have suggestions for online learning resources that could be added, or other suggestions, please let Marian and me know. David J. Rosen djrosen at comcast.net On Oct 2, 2007, at 8:29 PM, Marian Thacher wrote: > One of the interesting challenges in creating the Technology > Integration Self-Assessment (www.adultedonline.org) was to > determine exactly what should be included in the definition of > technology integration. After looking at a variety of tools, lists, > and sets of standards, we decided on 12 categories of competencies. > The list was reviewed and discussed by several experts in the > field, including Mariann Fedele, our fearless list moderator; David > Rosen, a consultant and frequent list participant; Laurie > Cozzolino, a consultant who has been active with technology for > adult education for many years; and Donna Price, a technology > resource teacher for adult ESOL in San Diego. With their input, and > feedback from a number of teacher/reviewers and pilot testers, we > settled on the following list: > > I. Basic Computer Operation > Includes file management, minor troubleshooting, and helping > students learn these skills > > II. Productivity Software > Includes word processing, presentation programs (like > PowerPoint), spreadsheets, and graphics > > III. Instructional Software > Includes evaluating instructional software and assigning and > tracking learners > > IV. Assistive Technology > Includes making computers accessible as well as locating > appropriate software and assistive devices > > V. Using the Internet > Includes using the Internet personally as well as in the > classroom > > VI. Virtual Communication and Collaboration > Includes using email, discussion boards, blogs, podcasting and > other ways of communicating, both personally and in the classroom > > VII. Video Technologies > Includes using a video camera and doing video projects with > learners > > VIII. Evaluating and Incorporating New Technologies > The list of new technologies will always be a moving target, > but the questions mostly ask about strategies for keeping up with > whatever is new > > IX. Managing the Technology-Enhanced Classroom > Not a specific technology, but a set of strategies and > attitudea about integrating new technology possibilities into teaching > > X. Assessment > Asks about both standardized testing and creating online and > performance-based assessments > > XI. Professional Development > Includes professional development about technology, and also > professional development through technology > > XII. Social, Legal and Health Issues > Includes acceptable use policies, copyright laws, ergonomics > and the role of technology in society > > This can be a pretty daunting list, but the site encourages users > to focus on only 1 or 2 competencies at a time, and definitely not > to select more than 4 items to include in a professional > development plan. > > Hopefully just taking the self-assessment will be an enlightening > experience for some, raising the possibilities and providing examples. > > Not everyone has access to all kinds of technology, so the > assessment asks people to rate both their skills and the importance > to their teaching now or in the future. You might not have access > to a video camera right now, for example, but that could change in > the future. The areas that will show up as priorities for > professional development are the ones that have an average rating > of above 2 in priority, on a scale of 1 to 4, and below 2 on skills. > > Does it seem to you that this list covers the important areas? Any > thoughts about the areas covered, or how the self-assessment might > affect teachers? Can you see the teachers in your program using the > self-assessment? > > Marian > ~~~~~~~~~~~~~~~~~ > Marian Thacher, OTAN > P.O. Box 269003 > Sacramento, CA 95826-9003 > (916) 228-2597 > www.otan.us > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net From kbeall at onlyinternet.net Wed Oct 3 12:18:32 2007 From: kbeall at onlyinternet.net (Kaye Beall) Date: Wed, 3 Oct 2007 12:18:32 -0400 Subject: [Technology 1318] New Issue of The Change Agent--"Taking Action to Stay in School" Message-ID: <011301c805d9$0a944370$020ba8c0@your4105e587b6> ANNOUNCING -- A brand new issue of The Change Agent -- "Taking Action to Stay in School" How do students support each other to stay in school? How do they work together to find personal and collective solutions to the problems that make it hard for them to stay in school? How do they inspire, motivate, and encourage each other to balance a multitude of demands so that they can stay in school? In this issue, you'll find powerful writings by students and teachers, ready-to-use lesson plans, poetry, math, policy analysis, hands-on activities, and more. There are several cartoons that are great to use at any level but are especially helpful in the ESOL classroom. SUBSCRIBE NOW by visiting our web site ( www.nelrc.org/changeagent) or calling 617-482-9485 ext. 491. ORDER IN BULK so that all your students can have their own copy of this inspiring issue. SUPPORT THE ONGOING WORK of The Change Agent to make social justice part of the adult education classroom. **************** Kaye Beall World Education 6760 West Street Linn Grove, IN 46711 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071003/47688b49/attachment.html From MariannF at lacnyc.org Wed Oct 3 14:33:55 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Wed, 3 Oct 2007 14:33:55 -0400 Subject: [Technology 1319] Re: Trying Out the Technology Integration SelfAssessment (TISA) In-Reply-To: Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB852AC54@lac-exch.lacnyc.local> Hello All, Has anyone on the list taken the assessment? Can you share your thoughts about how you could use it for your own professional development or how you would want to see it used in your program or state? Marian will be taking all questions through the rest of the week so let's take advantage of her time set aside for the list! Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Wednesday, October 03, 2007 8:41 AM To: The Technology and Literacy Discussion List Subject: [Technology 1317] Trying Out the Technology Integration SelfAssessment (TISA) Technology Colleagues, Marian Thacher mentioned that I helped to review the TISA competencies. As I was considering the technology competency categories and, within them, the specific competencies, I was thinking that the list should be wide-ranging, that it should cover the basics and also push in some new directions for using technology. I thought that the assessment that would be developed based on the list should be useful for a teacher who was new to using technology in the classroom and not confident, and also for a teacher who had a lot of experience using technology but was ready to take on new skills and knowledge. When you take the assessment, please let us know if the range of comepetencies met your needs for professional development. Were you able to identify ways that you could grow in using technology in the classroom? Speaking of which, please do take the assessment. It's at http:// adultedonline.org/ If you can, do it today so you can fully participate in this discussion. If you have more time, use the TISA to build yourself an Integrating technology professional development plan. Then let us know how this worked for you. For those who may be confused about what this is, the Technology Integration Self Assessment (TISA) is an online self assessment of one's skills in using technology in the adult education classroom, and it is more. It is a planning process that leads to a professional development plan. And more. It includes strategies for using local, face-to-face professional development learning resources, and for each competency it also includes links to free, online learning resources for teachers. Since I was very involved in selecting the online learning resources for teachers, I am particularly eager to see what you think of them. I would also appreciate knowing about other (better) free online resources that would help a teacher master a particular integrating technology competency. The list of learning resources is useful, I believe, but could be better. If you have suggestions for online learning resources that could be added, or other suggestions, please let Marian and me know. David J. Rosen djrosen at comcast.net On Oct 2, 2007, at 8:29 PM, Marian Thacher wrote: > One of the interesting challenges in creating the Technology > Integration Self-Assessment (www.adultedonline.org) was to > determine exactly what should be included in the definition of > technology integration. After looking at a variety of tools, lists, > and sets of standards, we decided on 12 categories of competencies. > The list was reviewed and discussed by several experts in the > field, including Mariann Fedele, our fearless list moderator; David > Rosen, a consultant and frequent list participant; Laurie > Cozzolino, a consultant who has been active with technology for > adult education for many years; and Donna Price, a technology > resource teacher for adult ESOL in San Diego. With their input, and > feedback from a number of teacher/reviewers and pilot testers, we > settled on the following list: > > I. Basic Computer Operation > Includes file management, minor troubleshooting, and helping > students learn these skills > > II. Productivity Software > Includes word processing, presentation programs (like > PowerPoint), spreadsheets, and graphics > > III. Instructional Software > Includes evaluating instructional software and assigning and > tracking learners > > IV. Assistive Technology > Includes making computers accessible as well as locating > appropriate software and assistive devices > > V. Using the Internet > Includes using the Internet personally as well as in the > classroom > > VI. Virtual Communication and Collaboration > Includes using email, discussion boards, blogs, podcasting and > other ways of communicating, both personally and in the classroom > > VII. Video Technologies > Includes using a video camera and doing video projects with > learners > > VIII. Evaluating and Incorporating New Technologies > The list of new technologies will always be a moving target, > but the questions mostly ask about strategies for keeping up with > whatever is new > > IX. Managing the Technology-Enhanced Classroom > Not a specific technology, but a set of strategies and > attitudea about integrating new technology possibilities into teaching > > X. Assessment > Asks about both standardized testing and creating online and > performance-based assessments > > XI. Professional Development > Includes professional development about technology, and also > professional development through technology > > XII. Social, Legal and Health Issues > Includes acceptable use policies, copyright laws, ergonomics > and the role of technology in society > > This can be a pretty daunting list, but the site encourages users > to focus on only 1 or 2 competencies at a time, and definitely not > to select more than 4 items to include in a professional > development plan. > > Hopefully just taking the self-assessment will be an enlightening > experience for some, raising the possibilities and providing examples. > > Not everyone has access to all kinds of technology, so the > assessment asks people to rate both their skills and the importance > to their teaching now or in the future. You might not have access > to a video camera right now, for example, but that could change in > the future. The areas that will show up as priorities for > professional development are the ones that have an average rating > of above 2 in priority, on a scale of 1 to 4, and below 2 on skills. > > Does it seem to you that this list covers the important areas? Any > thoughts about the areas covered, or how the self-assessment might > affect teachers? Can you see the teachers in your program using the > self-assessment? > > Marian > ~~~~~~~~~~~~~~~~~ > Marian Thacher, OTAN > P.O. Box 269003 > Sacramento, CA 95826-9003 > (916) 228-2597 > www.otan.us > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mariannf at lacnyc.org From mthacher at otan.us Wed Oct 3 14:35:34 2007 From: mthacher at otan.us (Marian Thacher) Date: Wed, 03 Oct 2007 11:35:34 -0700 Subject: [Technology 1320] Creating a Professional Development Plan Online Message-ID: Another aspect of the Technology Integration Self-Assessment is the ability to create your own professional development plan. I hope some of you have had a chance to take a look at this feature. Once you have completed the assessment, you can proceed to choose a few competencies that you'd like to learn more about this year. (We encourage people not to choose more than four, because to learn a new skill or area takes time.) The steps are: - Choose the competencies you want to work on - Choose the learning strategies you will use for each competency - Choose or add your own objectives - Add a timeline or due date for each objective Once these steps are completed, you can save or print your plan, and choose to receive montly email reminders if you wish. This is a new way of planning professional development. What do you think? Would you use an online professional development plan? Can you see teachers going back to update and edit the plan a few times during the year? Is a professional development plan something you might share with colleagues? Work on as a group? Share with your administrator? I don't want to send an attachment to the list, but if you would like to see a sample of the professional development plan, email me off list and I will send you one. Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN mthacher at otan.us P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071003/79a06f63/attachment.html From mthacher at otan.us Wed Oct 3 15:46:01 2007 From: mthacher at otan.us (Marian Thacher) Date: Wed, 03 Oct 2007 12:46:01 -0700 Subject: [Technology 1321] What are your learning strategies? Message-ID: One interesting question raised by the online professional development plan is - how do we learn new things? We created a list of learning strategies based on the experience of the expert advisors and interviewing a variety of teachers. On the form you can choose a strategy from the list or add your own. The list includes: - Self-study online: This is where all the resources the David and others collected are listed, related to each competency. More and more I think we go online when we want new information, or to answer a question, so we started there. - Read a book or journal article (Yes, we still read words printed on paper, right?!) - Attend a conference - Subscribe to an electronic discussion list (Well, if you're reading this email you already employ this strategy!) - Find a tech buddy: A tech buddy is a friend or relative who is ahead of you on the technology trail, the person you go to when you have a technology question. If you don't have one, it's worth looking around for one. - Get a technology mentor: A mentor relationship would be a bit more formal than with a tech buddy. You might decide to focus on a particular topic with your mentor, and meet regularly a certain number of times. It might be set up through a program or department rather than by an individual on their own. - Join or start a study circle: Since NCSALL started promoting study circles as an effective way for teachers to learn, and began to develop and disseminate materials for study circles, this has become a popular approach to professional development. (See http://www.ncsall.net/?id=25#teach) - Use your state literacy resource center: States have adult basic skills resource centers that offer a variety of professional development - Take a course - Take an online course - Create or join a learning community: the description focuses on web-based communities, but this could also be face-to-face - Make integrating technology a teacher research project for yourself or your students - Other, add your own Does this list cover it? Any comments on particular strategies? What are you favorite learning strategies? How have your strategies changed over the last five years? Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071003/3a694de5/attachment.html From djrosen at comcast.net Wed Oct 3 16:06:20 2007 From: djrosen at comcast.net (David J. Rosen) Date: Wed, 3 Oct 2007 16:06:20 -0400 Subject: [Technology 1322] Self-study Online In-Reply-To: References: Message-ID: <58188CEC-248A-4061-94F4-0B2752000532@comcast.net> Technology Colleagues, Self-study online includes a wide range of possibilities, including: ? pod-casts (I subscribe to Digital Planet, for example), ? blogs (Marian Thacher has a great one on Adult Education and Technology at http://Marianthacher.blogspot.com ), ? wikis (for example the Technology area of the Adult Literacy Education Wiki) , ? online videos (OTAN's, and NCAL's Captured Wisdom videos on integrating technology and other videos at http://mlots.org/ Other_video.html) ? online courses, and, of course, ? Web pages (such as those listed in the NIFL LINCS Technology Special Collection at http://www.altn.org/techtraining/ ) But we know there are many more resources that could be listed. We hope you will send us some specific suggestions of good online integrating technology professional development resources that we may have missed. For example, do you know of regularly scheduled online courses or online workshops focused on integrating technology that are available to adult education teachers across the U.S.? David J. Rosen djrosen at comcast.net On Oct 3, 2007, at 3:46 PM, Marian Thacher wrote: > One interesting question raised by the online professional > development plan is - how do we learn new things? We created a list > of learning strategies based on the experience of the expert > advisors and interviewing a variety of teachers. On the form you > can choose a strategy from the list or add your own. The list > includes: > > - Self-study online: This is where all the resources the David and > others collected are listed, related to each competency. More and > more I think we go online when we want new information, or to > answer a question, so we started there. > > - Read a book or journal article (Yes, we still read words printed > on paper, right?!) > > - Attend a conference > > - Subscribe to an electronic discussion list (Well, if you're > reading this email you already employ this strategy!) > > - Find a tech buddy: A tech buddy is a friend or relative who is > ahead of you on the technology trail, the person you go to when you > have a technology question. If you don't have one, it's worth > looking around for one. > > - Get a technology mentor: A mentor relationship would be a bit > more formal than with a tech buddy. You might decide to focus on a > particular topic with your mentor, and meet regularly a certain > number of times. It might be set up through a program or department > rather than by an individual on their own. > > - Join or start a study circle: Since NCSALL started promoting > study circles as an effective way for teachers to learn, and began > to develop and disseminate materials for study circles, this has > become a popular approach to professional development. (See http:// > www.ncsall.net/?id=25#teach) > > - Use your state literacy resource center: States have adult basic > skills resource centers that offer a variety of professional > development > > - Take a course > > - Take an online course > > - Create or join a learning community: the description focuses on > web-based communities, but this could also be face-to-face > > - Make integrating technology a teacher research project for > yourself or your students > > - Other, add your own > > Does this list cover it? Any comments on particular strategies? > What are you favorite learning strategies? How have your strategies > changed over the last five years? > > Marian > ~~~~~~~~~~~~~~~~~ > Marian Thacher, OTAN > P.O. Box 269003 > Sacramento, CA 95826-9003 > (916) 228-2597 > www.otan.us > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071003/e6033ce1/attachment.html From Tina_Luffman at yc.edu Wed Oct 3 20:58:01 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Wed, 3 Oct 2007 17:58:01 -0700 Subject: [Technology 1323] Re: Trying Out the Technology Integration SelfAssessment (TISA) In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB852AC54@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB852AC54@lac-exch.lacnyc.local> Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071003/4f381a5d/attachment.html From kelly at gcflearnfree.org Thu Oct 4 09:55:11 2007 From: kelly at gcflearnfree.org (Kelly Potter Markham) Date: Thu, 4 Oct 2007 09:55:11 -0400 Subject: [Technology 1324] Free Online Resource Message-ID: <000601c8068e$2f3208b0$8d961a10$@org> Good morning, My name is Kelly Potter and I work for a free, online training website, GCFLearnFree.org. We are a free program b/c we are funded by Goodwill Industries of Eastern NC. Our goal is to provide learning opportunities for people so they can acquire the skills they need to be succeed. I've been reading this discussion list for about a year now, but have never posted before. I'm excited that now I have some worth posting about! Since 1999 GCFLearnFree.org has offered free computer training online. This training includes topics such as Open Office, Computer Basics, Internet Basics, and Microsoft Word, PowerPoint, Excel, and Publisher. We're currently in the process of revitalizing our computer training curriculum to include video lessons along with our text-based lessons. Just this week we launched a new project, which we call Everyday Life. It is geared toward adult basic education, ESL students, and learners that need to acquire functional literacy skills. Some of our initial lessons include how to use an ATM, complete a bank deposit slip, use bus maps, and complete a job application. Our interactive lessons are not intended to teach vocabulary and reading skills, but rather to provide learners with a safe environment where they can practice new skills without real-world consequences and the fear of failure. Our goal with these lessons was to create a realistic environment that learners would relate to. Some of the lessons are intentionally easy, and we will be adding lessons in the future to increase the difficulty level. So far, we've used local literacy centers as a resource and as a source of user testing. If you have a moment, please take a look at our Everyday Life curriculum and let me know what you think. You do have to create an account on our website to view the lessons; however, it is free and the only personal information we ask is your email address. We don't share your information with others and we'll only send you information about the site if you opt-in for the newsletter. Please post your thoughts to the list, or you can email me directly at kelly at gcflearnfree.org. I'm interested in any feedback you have about our Everyday Life project and hope that it will be a resource you can use with your learners. Thank you, Kelly Potter www.GCFLearnFree.org The freedom to learn what you want, when you want, absolutely free! 321 W. Hargett Street Raleigh, NC 27601 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071004/8490d34d/attachment.html From mthacher at otan.us Thu Oct 4 14:41:40 2007 From: mthacher at otan.us (Marian Thacher) Date: Thu, 04 Oct 2007 11:41:40 -0700 Subject: [Technology 1325] Re: =?iso-8859-1?q?Trying_Out_the_Technology_=09Integration=09=09?= =?iso-8859-1?q?SelfAssessment_=28T?= In-Reply-To: References: Message-ID: Thanks, Tina, I'm glad you had a chance to take a look at it. I know Arizona has done a lot with technology for adult ed teachers and learners. Your technology standards for learners, with sample activities, are a good model for the rest of us. (9http://tinyurl.com/2upkh3, p.232) Just for clarification, there are two self-assessments on the site, www.adultedonline.org. One is for teachers considering distance teaching. It goes through the various roles that a distance teacher might have, and provides many examples from real teachers. The purpose is to assist teachers in deciding whether distance teaching is for them, and helping to identify areas where help or training might be needed. The other one, under the heading Tech Savvy? is about using technology in the classroom. That's the one I've been involved with. It focuses on what kinds of technology we might be using in the classroom with our learners, and it provides the opportunity to create a professional development plan and save it online. Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us The Technology and Literacy Discussion List on Wednesday, October 03, 2007 at 5:58 PM -0800 wrote: >Hi there, > >Yes, I have taken the TISA for teachers. The assessment does show me >where I can improve in my technology skills. To improve, I can print out >the final assessment and then make getting more training part of my goals >for my professional development for this year. I do appreciate all of the >work that went in to creating this tool for online instructors. > >Tina > >Tina Luffman >Coordinator, Developmental Education >Verde Valley Campus >928-634-6544 >[ mailto:tina_luffman at yc.edu ]tina_luffman at yc.edu > > >-----technology-bounces at nifl.gov wrote: ----- > > > >To: "The Technology and Literacy Discussion List" >From: "Mariann Fedele" >Sent by: technology-bounces at nifl.gov >Date: 10/03/2007 11:33AM >Subject: [Technology 1319] Re: Trying Out the Technology Integration >SelfAssessment (TISA) > >Hello All, > >Has anyone on the list taken the assessment? Can you share your thoughts >about how you could use it for your own professional development or how >you would want to see it used in your program or state? > >Marian will be taking all questions through the rest of the week so >let's take advantage of her time set aside for the list! > > >Best, >Mariann > > >Mariann Fedele >Director, >NYC Regional Adult Education Network >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 >www.lacnyc.org > > >-----Original Message----- >From: technology-bounces at nifl.gov [[ mailto:technology-bounces at nifl.gov >]mailto:technology-bounces at nifl.gov] >On Behalf Of David J. Rosen >Sent: Wednesday, October 03, 2007 8:41 AM >To: The Technology and Literacy Discussion List >Subject: [Technology 1317] Trying Out the Technology Integration >SelfAssessment (TISA) > >Technology Colleagues, > >Marian Thacher mentioned that I helped to review the TISA >competencies. As I was considering the technology competency >categories and, within them, the specific competencies, I was >thinking that the list should be wide-ranging, that it should cover >the basics and also push in some new directions for using technology. >I thought that the assessment that would be developed based on the >list should be useful for a teacher who was new to using technology >in the classroom and not confident, and also for a teacher who had a >lot of experience using technology but was ready to take on new >skills and knowledge. When you take the assessment, please let us >know if the range of comepetencies met your needs for professional >development. Were you able to identify ways that you could grow in >using technology in the classroom? > >Speaking of which, please do take the assessment. It's at http:// >adultedonline.org/ If you can, do it today so you can fully >participate in this discussion. If you have more time, use the TISA >to build yourself an Integrating technology professional development >plan. Then let us know how this worked for you. > >For those who may be confused about what this is, the Technology >Integration Self Assessment (TISA) is an online self assessment of >one's skills in using technology in the adult education classroom, >and it is more. It is a planning process that leads to a professional >development plan. And more. It includes strategies for using local, >face-to-face professional development learning resources, and for >each competency it also includes links to free, online learning >resources for teachers. > >Since I was very involved in selecting the online learning resources >for teachers, I am particularly eager to see what you think of them. >I would also appreciate knowing about other (better) free online >resources that would help a teacher master a particular integrating >technology competency. The list of learning resources is useful, I >believe, but could be better. If you have suggestions for online >learning resources that could be added, or other suggestions, please >let Marian and me know. > >David J. Rosen >djrosen at comcast.net > > > >On Oct 2, 2007, at 8:29 PM, Marian Thacher wrote: > >> One of the interesting challenges in creating the Technology >> Integration Self-Assessment (www.adultedonline.org) was to >> determine exactly what should be included in the definition of >> technology integration. After looking at a variety of tools, lists, >> and sets of standards, we decided on 12 categories of competencies. >> The list was reviewed and discussed by several experts in the >> field, including Mariann Fedele, our fearless list moderator; David >> Rosen, a consultant and frequent list participant; Laurie >> Cozzolino, a consultant who has been active with technology for >> adult education for many years; and Donna Price, a technology >> resource teacher for adult ESOL in San Diego. With their input, and >> feedback from a number of teacher/reviewers and pilot testers, we >> settled on the following list: >> >> I. Basic Computer Operation >> Includes file management, minor troubleshooting, and helping >> students learn these skills >> >> II. Productivity Software >> Includes word processing, presentation programs (like >> PowerPoint), spreadsheets, and graphics >> >> III. Instructional Software >> Includes evaluating instructional software and assigning and >> tracking learners >> >> IV. Assistive Technology >> Includes making computers accessible as well as locating >> appropriate software and assistive devices >> >> V. Using the Internet >> Includes using the Internet personally as well as in the >> classroom >> >> VI. Virtual Communication and Collaboration >> Includes using email, discussion boards, blogs, podcasting and >> other ways of communicating, both personally and in the classroom >> >> VII. Video Technologies >> Includes using a video camera and doing video projects with >> learners >> >> VIII. Evaluating and Incorporating New Technologies >> The list of new technologies will always be a moving target, >> but the questions mostly ask about strategies for keeping up with >> whatever is new >> >> IX. Managing the Technology-Enhanced Classroom >> Not a specific technology, but a set of strategies and >> attitudea about integrating new technology possibilities into teaching >> >> X. Assessment >> Asks about both standardized testing and creating online and >> performance-based assessments >> >> XI. Professional Development >> Includes professional development about technology, and also >> professional development through technology >> >> XII. Social, Legal and Health Issues >> Includes acceptable use policies, copyright laws, ergonomics >> and the role of technology in society >> >> This can be a pretty daunting list, but the site encourages users >> to focus on only 1 or 2 competencies at a time, and definitely not >> to select more than 4 items to include in a professional >> development plan. >> >> Hopefully just taking the self-assessment will be an enlightening >> experience for some, raising the possibilities and providing examples. >> >> Not everyone has access to all kinds of technology, so the >> assessment asks people to rate both their skills and the importance >> to their teaching now or in the future. You might not have access >> to a video camera right now, for example, but that could change in >> the future. The areas that will show up as priorities for >> professional development are the ones that have an average rating >> of above 2 in priority, on a scale of 1 to 4, and below 2 on skills. >> >> Does it seem to you that this list covers the important areas? Any >> thoughts about the areas covered, or how the self-assessment might >> affect teachers? Can you see the teachers in your program using the >> self-assessment? >> >> Marian >> ~~~~~~~~~~~~~~~~~ >> Marian Thacher, OTAN >> P.O. Box 269003 >> Sacramento, CA 95826-9003 >> (916) 228-2597 >> www.otan.us >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> [ http://www.nifl.gov/mailman/listinfo/technology >]http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to djrosen at comcast.net > > > > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >[ http://www.nifl.gov/mailman/listinfo/technology >]http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mariannf at lacnyc.org >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to [ >http://www.nifl.gov/mailman/listinfo/technology >]http://www.nifl.gov/mailman/listinfo/technology >Email delivered to tina_luffman at yc.edu > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071004/250e78ce/attachment.html From mthacher at otan.us Thu Oct 4 20:53:47 2007 From: mthacher at otan.us (Marian Thacher) Date: Thu, 04 Oct 2007 17:53:47 -0700 Subject: [Technology 1326] Re: What are your learning strategies? In-Reply-To: References: Message-ID: Picking up on the question of how your learning stategies have changed over the last five years, I know for myself that I spend a lot more time online than I used to. I probably read more online than I do print, although this is a fairly recent development. I recently did a workshop called Web 2.0 for Administrators. To help me decide which topics to include, I went to a social networking site I belong to, http://classroom20.ning.com, and posted the question on a forum there. I got some great answers from teachers and administrators in various parts of the world, learned about some new possibilities, and definitely improved my workshop. So, this is my new favorite learning strategy - social networking. Do you have a learning strategy that wouldn't have been possible 10 years ago? A site that you use? What do you think our learners need to know about locating information? The technology section of the ALE Wiki has a discussion of how to keep up with technology from July 2005. The list of suggestions is here: http://wiki.literacytent.org/index.php/AleTechnologyKeepingUp I wonder if there are things that we would add now that weren't around two years ago. Marian The Technology and Literacy Discussion List on Wednesday, October 03, 2007 at 12:46 PM -0800 wrote: >One interesting question raised by the online professional development >plan is - how do we learn new things? We created a list of learning >strategies based on the experience of the expert advisors and >interviewing a variety of teachers. On the form you can choose a strategy >from the list or add your own. The list includes: > >- Self-study online: This is where all the resources the David and others >collected are listed, related to each competency. More and more I think >we go online when we want new information, or to answer a question, so we >started there. > >- Read a book or journal article (Yes, we still read words printed on >paper, right?!) > >- Attend a conference > >- Subscribe to an electronic discussion list (Well, if you're reading >this email you already employ this strategy!) > >- Find a tech buddy: A tech buddy is a friend or relative who is ahead of >you on the technology trail, the person you go to when you have a >technology question. If you don't have one, it's worth looking around for >one. > >- Get a technology mentor: A mentor relationship would be a bit more >formal than with a tech buddy. You might decide to focus on a particular >topic with your mentor, and meet regularly a certain number of times. It >might be set up through a program or department rather than by an >individual on their own. > >- Join or start a study circle: Since NCSALL started promoting study >circles as an effective way for teachers to learn, and began to develop >and disseminate materials for study circles, this has become a popular >approach to professional development. (See [ >http://www.ncsall.net/?id=25#teach ]http://www.ncsall.net/?id=25#teach) > >- Use your state literacy resource center: States have adult basic skills >resource centers that offer a variety of professional development > >- Take a course > >- Take an online course > >- Create or join a learning community: the description focuses on >web-based communities, but this could also be face-to-face > >- Make integrating technology a teacher research project for yourself or >your students > >- Other, add your own > >Does this list cover it? Any comments on particular strategies? What are >you favorite learning strategies? How have your strategies changed over >the last five years? > >Marian >~~~~~~~~~~~~~~~~~ >Marian Thacher, OTAN >P.O. Box 269003 >Sacramento, CA 95826-9003 >(916) 228-2597 >[ http://www.otan.us ]www.otan.us >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071004/1e1da399/attachment.html From kelly at gcflearnfree.org Fri Oct 5 09:55:37 2007 From: kelly at gcflearnfree.org (Kelly Potter Markham) Date: Fri, 5 Oct 2007 09:55:37 -0400 Subject: [Technology 1327] Additional Information about GCFLeanFree.org Message-ID: <002b01c80757$68feb010$3afc1030$@org> Thanks to everyone who took a look at our site, www.GCFLearnFree.org, yesterday. Throughout the day, several of you emailed me and let me know that we were having some issues with our Join Now/Create an Account process. We just launched our redesigned site on Monday, and while we thought we had all the "bugs" worked out, a few were discovered yesterday. I think we have it all fixed and it should work correctly now. If you have any difficulties with creating a free account, please let me know! If you have not already taken a look at our new Everyday Life program, I encourage you to do so. We currently have 17 interactive lessons available, but will be releasing many, many more topics in the future. Current lessons include using an ATM, completing a bank deposit form, filling out a job application, using a bus map, and much more. I highly recommend you complete the short Tutorial before you begin. The lessons make a lot more sense after completing the tutorial, and you can understand how low-literacy learners would be instructed to complete the lessons. You will want to view the lessons with the sound on your computer turned on. Lessons have audio and text directions. Some of you may be interested in our Computer Training section, as well. Here we cover topics such as Computer Basics, Internet Safety, OpenOffice, and Microsoft Office Word, Excel, PowerPoint, Publisher, and more. Our Computer Training lessons are primarily text and screenshot-based, so may not be appropriate for all learners; however, we are moving to a video-based lesson format with supplemental text. You can take a look at our Publisher 2003 lessons to get a better idea of how we will develop future topics. If it sounds like our site may be of use to you or your learners, please take a look at it. It is a completely free resource! And don't worry, when you create an account with us, we will never share your information with others or email you unless you opt-in for the newsletter. If you have any feedback, please let me know. We are especially interested in what literacy professionals think of these initial lessons and any topics that you think would be worthwhile for us to cover in our next round of production. Thanks for your time. Kelly Potter Markham Instructional Designer, GCFLearnFree.org kelly at GCFLearnFree.org Visit http://www.GCFLearnFree.org today to learn the computer training and life skills you need to succeed! The freedom to learn what you want, when you want, absolutely free! -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071005/043a1b41/attachment.html From MariannF at lacnyc.org Fri Oct 5 10:01:43 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Fri, 5 Oct 2007 10:01:43 -0400 Subject: [Technology 1328] TISA Discussion: Final day Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB852AD12@lac-exch.lacnyc.local> Hello tech list colleagues, Today is the final day that Marian Thatcher will be fielding our questions on the Technology Integration Self Assessment. Several of us have asked questions, and I would like to thank Marian for taking time out of her schedule to provide thoughtful feedback and answers. What are input, thoughts and questions do you have for Marian? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071005/eb89660b/attachment.html From tponder at zhost.net Fri Oct 5 10:55:20 2007 From: tponder at zhost.net (Tim Ponder) Date: Fri, 5 Oct 2007 10:55:20 -0400 Subject: [Technology 1329] Re: Trying Out the Technology IntegrationSelfAssessment (TISA) In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB852AC54@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB852AC54@lac-exch.lacnyc.local> Message-ID: <36e201c8075f$c050afa0$20ac1bac@multivac> Hi, I have taken both of the assessments on the www.adultedonline.org and each was very valuable to my own professional development planning. There are many things I really like about the TISA and its format, but a few things really stood out to me. The questions helped me to think not only of my skill level, but also how well I am prepared to teach certain competencies. Looking at Technology Integration in the structured format helped me to really think through the competencies and understand both where I needed additional PD for my own understanding and where I could improve my preparedness to teach/train on these competencies. The questions also helped me to think about the importance of each as related to my work. While I have asked myself some of these questions before, the structure and progression really helped me to think it through in a different way and in some cases arrive at different conclusions. I really like the way the results and PD planning piece are structured. While there are a number of areas I identified as good candidates for personal PD, the assessment urged me to focus on no more than four, a manageable goal. I also really like the way the plan is broken down into smaller tasks. Where I might think to myself "I need to find out more about X" and that stays in the back of my mind as a larger task, the assessment breaks it down into some logical smaller steps that can be done in shorter periods of time, making it more likely that I will follow through. I like the way I can use it over time as an ongoing guide when I am planning my PD. And the concepts of the assessment and planning process will help me in looking at my skills and professional development needs in other areas in a different (and for me, more productive) way than I have in the past. The assessment and planning piece can seem a bit long and intimidating. But there are good supporting resources, the ability to stop and return as needed without losing what has already been done, and in my case found the time it took to get comfortable with and then complete the process to be very worthwhile. I have thought about how it can be used beyond just the individual as well. The Administrator functionality, where others can be invited to take the survey and an administrator can see cumulative results opens up a variety of possibilities. This provides some good information to the programs which could help in decision making, planning and PD development. Beyond that, if the summary information is shared by administrators and teachers at a regional or state level, it can become a strong planning tool/needs assessment to help inform technology PD decisions. I also feel the competencies used for the TISA are a great starting point for a state who may need to develop their own, or a good review for a state who has competencies developed for teachers. There may be several on the TISA that could be integrated into what a state has developed, and there may be some a state has thought of that would be good additions to the TISA. I also see it having potential use as a good PD assessment/planning exercise that could provide process ideas that would be valuable in looking at other topics as well. Didn't mean to ramble quite this much, but I see a great deal of value for individuals as well as organizations/states in this and the Distance Learning tool on the site, and I think its well worth the time to at least check it out. Thanks for listening, Tim -- Tim Ponder Ohio Literacy Resource Center tponder at literacy.kent.edu -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Wednesday, October 03, 2007 2:34 PM To: The Technology and Literacy Discussion List Subject: [Technology 1319] Re: Trying Out the Technology IntegrationSelfAssessment (TISA) Hello All, Has anyone on the list taken the assessment? Can you share your thoughts about how you could use it for your own professional development or how you would want to see it used in your program or state? Marian will be taking all questions through the rest of the week so let's take advantage of her time set aside for the list! Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Wednesday, October 03, 2007 8:41 AM To: The Technology and Literacy Discussion List Subject: [Technology 1317] Trying Out the Technology Integration SelfAssessment (TISA) Technology Colleagues, Marian Thacher mentioned that I helped to review the TISA competencies. As I was considering the technology competency categories and, within them, the specific competencies, I was thinking that the list should be wide-ranging, that it should cover the basics and also push in some new directions for using technology. I thought that the assessment that would be developed based on the list should be useful for a teacher who was new to using technology in the classroom and not confident, and also for a teacher who had a lot of experience using technology but was ready to take on new skills and knowledge. When you take the assessment, please let us know if the range of comepetencies met your needs for professional development. Were you able to identify ways that you could grow in using technology in the classroom? Speaking of which, please do take the assessment. It's at http:// adultedonline.org/ If you can, do it today so you can fully participate in this discussion. If you have more time, use the TISA to build yourself an Integrating technology professional development plan. Then let us know how this worked for you. For those who may be confused about what this is, the Technology Integration Self Assessment (TISA) is an online self assessment of one's skills in using technology in the adult education classroom, and it is more. It is a planning process that leads to a professional development plan. And more. It includes strategies for using local, face-to-face professional development learning resources, and for each competency it also includes links to free, online learning resources for teachers. Since I was very involved in selecting the online learning resources for teachers, I am particularly eager to see what you think of them. I would also appreciate knowing about other (better) free online resources that would help a teacher master a particular integrating technology competency. The list of learning resources is useful, I believe, but could be better. If you have suggestions for online learning resources that could be added, or other suggestions, please let Marian and me know. David J. Rosen djrosen at comcast.net On Oct 2, 2007, at 8:29 PM, Marian Thacher wrote: > One of the interesting challenges in creating the Technology > Integration Self-Assessment (www.adultedonline.org) was to determine > exactly what should be included in the definition of technology > integration. After looking at a variety of tools, lists, and sets of > standards, we decided on 12 categories of competencies. > The list was reviewed and discussed by several experts in the field, > including Mariann Fedele, our fearless list moderator; David Rosen, a > consultant and frequent list participant; Laurie Cozzolino, a > consultant who has been active with technology for adult education for > many years; and Donna Price, a technology resource teacher for adult > ESOL in San Diego. With their input, and feedback from a number of > teacher/reviewers and pilot testers, we settled on the following list: > > I. Basic Computer Operation > Includes file management, minor troubleshooting, and helping > students learn these skills > > II. Productivity Software > Includes word processing, presentation programs (like > PowerPoint), spreadsheets, and graphics > > III. Instructional Software > Includes evaluating instructional software and assigning and > tracking learners > > IV. Assistive Technology > Includes making computers accessible as well as locating > appropriate software and assistive devices > > V. Using the Internet > Includes using the Internet personally as well as in the > classroom > > VI. Virtual Communication and Collaboration > Includes using email, discussion boards, blogs, podcasting and > other ways of communicating, both personally and in the classroom > > VII. Video Technologies > Includes using a video camera and doing video projects with > learners > > VIII. Evaluating and Incorporating New Technologies > The list of new technologies will always be a moving target, but > the questions mostly ask about strategies for keeping up with whatever > is new > > IX. Managing the Technology-Enhanced Classroom > Not a specific technology, but a set of strategies and attitudea > about integrating new technology possibilities into teaching > > X. Assessment > Asks about both standardized testing and creating online and > performance-based assessments > > XI. Professional Development > Includes professional development about technology, and also > professional development through technology > > XII. Social, Legal and Health Issues > Includes acceptable use policies, copyright laws, ergonomics and > the role of technology in society > > This can be a pretty daunting list, but the site encourages users to > focus on only 1 or 2 competencies at a time, and definitely not to > select more than 4 items to include in a professional development > plan. > > Hopefully just taking the self-assessment will be an enlightening > experience for some, raising the possibilities and providing examples. > > Not everyone has access to all kinds of technology, so the assessment > asks people to rate both their skills and the importance to their > teaching now or in the future. You might not have access to a video > camera right now, for example, but that could change in the future. > The areas that will show up as priorities for professional development > are the ones that have an average rating of above 2 in priority, on a > scale of 1 to 4, and below 2 on skills. > > Does it seem to you that this list covers the important areas? Any > thoughts about the areas covered, or how the self-assessment might > affect teachers? Can you see the teachers in your program using the > self-assessment? > > Marian > ~~~~~~~~~~~~~~~~~ > Marian Thacher, OTAN > P.O. Box 269003 > Sacramento, CA 95826-9003 > (916) 228-2597 > www.otan.us > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mariannf at lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to tponder at zhost.net From djrosen at comcast.net Fri Oct 5 11:50:39 2007 From: djrosen at comcast.net (David J. Rosen) Date: Fri, 5 Oct 2007 11:50:39 -0400 Subject: [Technology 1330] TISA and beyond Message-ID: <93C191C2-413C-4211-87C0-86746252942C@comcast.net> Technology Colleagues, The TISA is a useful model for online professional development (PD) that could be expanded into other areas besides technology. The elements of the PD model that the TISA uses, as I see them, are: 1. Identify a set of standards or competencies (or both) that represent what teachers should know and be able to do; 2. Design a self-assessment based on those standards (I love that the TISA asks teachers to rate their skills AND whether or not they think it is important for them to learn this now or in the near future.) ; 3. Identify strategies for pursuing professional development and actual (free) online learning resources for teachers that are closely linked to the competencies or competency categories; 4. Enable the teacher to select competencies for an annual professional development plan, and as part of that plan to identify her learning activies and to set her own learning timeline for them; and 5. Enable the teacher to choose to be reminded (by email) of the deadlines that s/he set. I would add to this a sixth element: 6. Provide an online portfolio where the teacher could include text, photos or short digital videos that demonstrate her attaining the competencies, and that could be used to award PD credits such as CEUs or PD points, or possibly a credential. A model like this soesn't need to be limited to PD in acquiring technology skills and knowledge. It could be used for PD in: ESL/ ESOL, teaching reading, teaching the GED, preparing students for college, managing an adult education center or school, using data for program improvement, or any number of other things adult education teachers and admiistrators need to know. I like the shift that this model represents toward more teacher and program responsibility for program development (and ideally, teacher compensation for attaining new competency) . It does not eliminate the need for good state and sub-regional literacy professional development resource centers; it makes them more accountable to the needs of teachers and programs, as practitioners in the field define their needs. It could mean a better balance between state-determined professional development needs and field-determined needs. I like that the model recognizes that not all teachers can attend face-to- face training, and that even those who can, have limited availability for this. I like that the model could enable a program administrator, working with her staff, to set program development and staff development goals together, and that teachers at a program -- or programs georgraphically near to each other -- could work together to attain their common PD objectives. I am eager to hear others' comments on the TISA itself, or on this expansion of the model beyond learning about technology. David J. Rosen djrosen at comcast.net From teacherwendyq at gmail.com Fri Oct 5 11:50:51 2007 From: teacherwendyq at gmail.com (Wendy Quinones) Date: Fri, 5 Oct 2007 11:50:51 -0400 Subject: [Technology 1331] Re: What are your learning strategies? In-Reply-To: References: Message-ID: Hi Marian and all, I quibble about finding a tech buddy who is necessrily ahead of you on the curve. I'm regarded as one of the most tech-savvy people where I work, so finding somebody ahead of me would be tough. However, I find I learn a tremendous amount by working with others to improve *their* skills. Often they ask me questions that either I don't know the answer to or about things I haven't used for a long time and need to refresh. They also often either suggest or force me to use new teaching strategies for the tech I do have. So I think having a buddy who is equally determined to focus on and use tech is a lot more important than where they are on the learning curve. Wendy Quinones On 10/3/07, Marian Thacher wrote: > > One interesting question raised by the online professional development > plan is - how do we learn new things? We created a list of learning > strategies based on the experience of the expert advisors and interviewing a > variety of teachers. On the form you can choose a strategy from the list or > add your own. The list includes: > > - *Self-study online*: This is where all the resources the David and > others collected are listed, related to each competency. More and more I > think we go online when we want new information, or to answer a question, so > we started there. > > - *Read a book or journal article* (Yes, we still read words printed on > paper, right?!) > > - *Attend a conference* > > - *Subscribe to an electronic discussion list* (Well, if you're reading > this email you already employ this strategy!) > > - *Find a tech buddy*: A tech buddy is a friend or relative who is ahead > of you on the technology trail, the person you go to when you have a > technology question. If you don't have one, it's worth looking around for > one. > > - *Get a technology mentor*: A mentor relationship would be a bit more > formal than with a tech buddy. You might decide to focus on a particular > topic with your mentor, and meet regularly a certain number of times. It > might be set up through a program or department rather than by an individual > on their own. > > - *Join or start a study circle*: Since NCSALL started promoting study > circles as an effective way for teachers to learn, and began to develop and > disseminate materials for study circles, this has become a popular approach > to professional development. (See http://www.ncsall.net/?id=25#teach) > > - *Use your state literacy resource center*: States have adult basic > skills resource centers that offer a variety of professional development > > - *Take a course* > > - *Take an online course* > > - *Create or join a learning community*: the description focuses on > web-based communities, but this could also be face-to-face > > - *Make integrating technology a teacher research project for yourself or > your students* > > - Other, add your own > > Does this list cover it? Any comments on particular strategies? What are > you favorite learning strategies? How have your strategies changed over the > last five years? > > Marian > ~~~~~~~~~~~~~~~~~ > Marian Thacher, OTAN > P.O. Box 269003 > Sacramento, CA 95826-9003 > (916) 228-2597 > www.otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to teacherwendyq at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071005/ec91acfd/attachment.html From teacherwendyq at gmail.com Fri Oct 5 11:59:07 2007 From: teacherwendyq at gmail.com (Wendy Quinones) Date: Fri, 5 Oct 2007 11:59:07 -0400 Subject: [Technology 1332] Re: Creating a Professional Development Plan Online In-Reply-To: References: Message-ID: Marian and all, Sorry to be late responding. I tried making a PD plan, and had to quit and save because I felt quite overloaded with what it was asking me to do. I set up 4 competencies, but now I think I will go back and reduce it to two. That in itself is a useful exercise -- seeing what I could realistically fit into my schedule at the moment. I also agree with Tim that breaking good intentions down into manageable tasks helps us actually accomplish them. I also forwarded the TISA to several administrators where I work. The trouble is that in Massachusetts, at least, we are all so overloaded with paperwork and student testing and accountability tasks that both teachers and administrators just groan when any new materials come up, however useful they may be. My learning center has everyone develop a professional development plan, so I think this assessment may be useful in the future -- arriving as it did in the chaos of beginning a new term, just when PD plans are due, wasn't the best timing! We have been making a big push for teachers to use more technology, so I think that with time to integrate it into our regular PD process, it would be well-received and extremely useful. Wendy Quinones On 10/3/07, Marian Thacher wrote: > > Another aspect of the Technology Integration Self-Assessment is the > ability to create your own professional development plan. I hope some of you > have had a chance to take a look at this feature. > > Once you have completed the assessment, you can proceed to choose a few > competencies that you'd like to learn more about this year. (We encourage > people not to choose more than four, because to learn a new skill or area > takes time.) > > The steps are: > - Choose the competencies you want to work on > - Choose the learning strategies you will use for each competency > - Choose or add your own objectives > - Add a timeline or due date for each objective > > Once these steps are completed, you can save or print your plan, and > choose to receive montly email reminders if you wish. > > This is a new way of planning professional development. What do you think? > Would you use an online professional development plan? Can you see teachers > going back to update and edit the plan a few times during the year? Is a > professional development plan something you might share with colleagues? > Work on as a group? Share with your administrator? > > I don't want to send an attachment to the list, but if you would like to > see a sample of the professional development plan, email me off list and I > will send you one. > > Marian > ~~~~~~~~~~~~~~~~~ > Marian Thacher, OTAN > mthacher at otan.us > P.O. Box 269003 > Sacramento, CA 95826-9003 > (916) 228-2597 > www.otan.us > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to teacherwendyq at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071005/e533ce71/attachment.html From mthacher at otan.us Fri Oct 5 12:23:41 2007 From: mthacher at otan.us (Marian Thacher) Date: Fri, 05 Oct 2007 09:23:41 -0700 Subject: [Technology 1333] Re: Additional Information about GCFLeanFree.org In-Reply-To: <002b01c80757$68feb010$3afc1030$@org> References: <002b01c80757$68feb010$3afc1030$@org> Message-ID: Hi Kelly, This looks like a great resource, thanks for sharing it. I think especially the financial literacy lessons will be useful here in CA. Your message was forwarded to our CA Tech Mentor Network list and a number of teachers tried it out and posted about it yesterday. Response was very favorable, except for the registration glitches which it sounds like are now resolved. Thanks for sharing a good resource, at the right price! We have had GCF listed as a teacher resource on OTAN since 2005, but the addition of these lessons makes the site even more useful. Marian The Technology and Literacy Discussion List on Friday, October 05, 2007 at 6:55 AM -0800 wrote: >Thanks to everyone who took a look at our site, www.GCFLearnFree.org, > yesterday. Throughout the day, several of you emailed me and let me know >that we were having some issues with our Join Now/Create an Account >process. We just launched our redesigned site on Monday, and while we >thought we had all the ?bugs? worked out, a few were discovered >yesterday. I think we have it all fixed and it should work correctly now. >If you have any difficulties with creating a free account, please let me >know! > > > >If you have not already taken a look at our new Everyday Life program, I >encourage you to do so. We currently have 17 interactive lessons >available, but will be releasing many, many more topics in the future. >Current lessons include using an ATM, completing a bank deposit form, >filling out a job application, using a bus map, and much more. I highly >recommend you complete the short Tutorial before you begin. The lessons >make a lot more sense after completing the tutorial, and you can >understand how low-literacy learners would be instructed to complete the >lessons. You will want to view the lessons with the sound on your >computer turned on. Lessons have audio and text directions. > > > >Some of you may be interested in our Computer Training section, as well. >Here we cover topics such as Computer Basics, Internet Safety, >OpenOffice, and Microsoft Office Word, Excel, PowerPoint, Publisher, and >more. Our Computer Training lessons are primarily text and >screenshot-based, so may not be appropriate for all learners; however, we >are moving to a video-based lesson format with supplemental text. You can >take a look at our Publisher 2003 lessons to get a better idea of how we >will develop future topics. > > > >If it sounds like our site may be of use to you or your learners, please >take a look at it. It is a completely free resource! And don?t worry, >when you create an account with us, we will never share your information >with others or email you unless you opt-in for the newsletter. > > > >If you have any feedback, please let me know. We are especially >interested in what literacy professionals think of these initial lessons >and any topics that you think would be worthwhile for us to cover in our >next round of production. > > > >Thanks for your time. > > > >Kelly Potter Markham > >Instructional Designer, GCFLearnFree.org > >kelly at GCFLearnFree.org > > > >Visit [ http://www.gcflearnfree.org/ ]http://www.GCFLearnFree.org today >to learn the computer training and life skills you need to succeed! > > > >The freedom to learn what you want, when you want, absolutely free! > > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071005/f31c7d49/attachment.html From mthacher at otan.us Fri Oct 5 12:36:08 2007 From: mthacher at otan.us (Marian Thacher) Date: Fri, 05 Oct 2007 09:36:08 -0700 Subject: [Technology 1334] Re: What are your learning strategies? In-Reply-To: References: Message-ID: Hey, Wendy, I really like that idea! You're right, teaching is a great way of learning, and consolidating knowledge. Would it work to describe tech buddy as someone who is also interested in technology? If they are ahead of you, you can learn a lot from the, and if you know a bit more than them, helping them will also help you to investigate new things and learn more. Great suggestion, thanks. Marian The Technology and Literacy Discussion List on Friday, October 05, 2007 at 8:50 AM -0800 wrote: >Hi Marian and all, >I quibble about finding a tech buddy who is necessrily ahead of you on >the curve. I'm regarded as one of the most tech-savvy people where I >work, so finding somebody ahead of me would be tough. However, I find I >learn a tremendous amount by working with others to improve their >skills. Often they ask me questions that either I don't know the answer >to or about things I haven't used for a long time and need to refresh. >They also often either suggest or force me to use new teaching strategies >for the tech I do have. So I think having a buddy who is equally >determined to focus on and use tech is a lot more important than where >they are on the learning curve. > >Wendy Quinones > > >On 10/3/07, Marian Thacher <[ mailto:mthacher at otan.us ]mthacher at otan.us> >wrote: > > >One interesting question raised by the online professional development >plan is - how do we learn new things? We created a list of learning >strategies based on the experience of the expert advisors and >interviewing a variety of teachers. On the form you can choose a strategy >from the list or add your own. The list includes: > >- Self-study online: This is where all the resources the David and others >collected are listed, related to each competency. More and more I think >we go online when we want new information, or to answer a question, so we >started there. > >- Read a book or journal article (Yes, we still read words printed on >paper, right?!) > >- Attend a conference > >- Subscribe to an electronic discussion list (Well, if you're reading >this email you already employ this strategy!) > >- Find a tech buddy: A tech buddy is a friend or relative who is ahead of >you on the technology trail, the person you go to when you have a >technology question. If you don't have one, it's worth looking around for >one. > >- Get a technology mentor: A mentor relationship would be a bit more >formal than with a tech buddy. You might decide to focus on a particular >topic with your mentor, and meet regularly a certain number of times. It >might be set up through a program or department rather than by an >individual on their own. > >- Join or start a study circle: Since NCSALL started promoting study >circles as an effective way for teachers to learn, and began to develop >and disseminate materials for study circles, this has become a popular >approach to professional development. (See [ >http://www.ncsall.net/?id=25#teach ]http://www.ncsall.net/?id=25#teach) > >- Use your state literacy resource center: States have adult basic skills >resource centers that offer a variety of professional development > >- Take a course > >- Take an online course > >- Create or join a learning community: the description focuses on >web-based communities, but this could also be face-to-face > >- Make integrating technology a teacher research project for yourself or >your students > >- Other, add your own > >Does this list cover it? Any comments on particular strategies? What are >you favorite learning strategies? How have your strategies changed over >the last five years? > >Marian >~~~~~~~~~~~~~~~~~ >Marian Thacher, OTAN >P.O. Box 269003 >Sacramento, CA 95826-9003 >(916) 228-2597 >[ http://www.otan.us/ ] www.otan.us > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >[ mailto:Technology at nifl.gov ] Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to [ >http://www.nifl.gov/mailman/listinfo/technology ] >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to [ mailto:teacherwendyq at gmail.com >]teacherwendyq at gmail.com > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071005/a750ccda/attachment.html From mthacher at otan.us Fri Oct 5 12:43:11 2007 From: mthacher at otan.us (Marian Thacher) Date: Fri, 05 Oct 2007 09:43:11 -0700 Subject: [Technology 1335] Re: =?iso-8859-1?q?Creating_a_Professional_Development_Plan_=09On?= =?iso-8859-1?q?line?= In-Reply-To: References: Message-ID: Thanks for your feedback, Wendy. I understand about the busy-ness of the beginning of the year, but the reality is it seems we are never NOT busy. I've finally accepted that the quiet summer when you get to catch up on everything is a myth! In California our K12 system has a required teacher technology self-assessment that takes maybe 45 minutes to complete. This was received as quite burdensome for teachers, and we tried to learn from that to keep the assessment shorter. The PD plan does add extra time, but, as Tim pointed out, you can quit and come back. In adult ed we have a staff skills assessment that I mentioned before. Many programs have teachers do it online together in a lab at the beginning of the year. That way they are there to support each other, and also to discuss questions and issues that come up. That seems like a good way to go, when possible. Also, the first year is the hardest. Once people get used to using the tool, it doesn't seem so time-consuming, especially if you have received some benefit from using it previously. Anyway, I hope MA will find it useful at some point, and please keep me posted. I would like to be able to share examples among states and programs. Marian The Technology and Literacy Discussion List on Friday, October 05, 2007 at 8:59 AM -0800 wrote: >Marian and all, >Sorry to be late responding. I tried making a PD plan, and had to quit >and save because I felt quite overloaded with what it was asking me to >do. I set up 4 competencies, but now I think I will go back and reduce >it to two. That in itself is a useful exercise -- seeing what I could >realistically fit into my schedule at the moment. I also agree with Tim >that breaking good intentions down into manageable tasks helps us >actually accomplish them. > >I also forwarded the TISA to several administrators where I work. The >trouble is that in Massachusetts, at least, we are all so overloaded with >paperwork and student testing and accountability tasks that both teachers >and administrators just groan when any new materials come up, however >useful they may be. My learning center has everyone develop a >professional development plan, so I think this assessment may be useful >in the future -- arriving as it did in the chaos of beginning a new term, >just when PD plans are due, wasn't the best timing! We have been making >a big push for teachers to use more technology, so I think that with time >to integrate it into our regular PD process, it would be well-received >and extremely useful. > >Wendy Quinones > > >On 10/3/07, Marian Thacher <[ mailto:mthacher at otan.us ]mthacher at otan.us> >wrote: > > >Another aspect of the Technology Integration Self-Assessment is the >ability to create your own professional development plan. I hope some of >you have had a chance to take a look at this feature. > >Once you have completed the assessment, you can proceed to choose a few >competencies that you'd like to learn more about this year. (We encourage >people not to choose more than four, because to learn a new skill or area >takes time.) > >The steps are: >- Choose the competencies you want to work on >- Choose the learning strategies you will use for each competency >- Choose or add your own objectives >- Add a timeline or due date for each objective > >Once these steps are completed, you can save or print your plan, and >choose to receive montly email reminders if you wish. > >This is a new way of planning professional development. What do you >think? Would you use an online professional development plan? Can you see >teachers going back to update and edit the plan a few times during the >year? Is a professional development plan something you might share with >colleagues? Work on as a group? Share with your administrator? > >I don't want to send an attachment to the list, but if you would like to >see a sample of the professional development plan, email me off list and >I will send you one. > >Marian >~~~~~~~~~~~~~~~~~ >Marian Thacher, OTAN >[ mailto:mthacher at otan.us ]mthacher at otan.us >P.O. Box 269003 >Sacramento, CA 95826-9003 >(916) 228-2597 >[ http://www.otan.us/ ] www.otan.us > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >[ mailto:Technology at nifl.gov ] Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to [ >http://www.nifl.gov/mailman/listinfo/technology ] >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to [ mailto:teacherwendyq at gmail.com >]teacherwendyq at gmail.com > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071005/c3d1b06d/attachment.html From kelly at gcflearnfree.org Fri Oct 5 12:59:47 2007 From: kelly at gcflearnfree.org (Kelly Potter Markham) Date: Fri, 5 Oct 2007 12:59:47 -0400 Subject: [Technology 1336] Re: Additional Information about GCFLeanFree.org In-Reply-To: References: <002b01c80757$68feb010$3afc1030$@org> Message-ID: <00ab01c80771$2359b680$6a0d2380$@org> Thanks, Marian, for sharing the site with others. We appreciate the exposure! I'll make note that financial literacy is an area where we ought to consider adding more lessons. We're in the process now of choosing topics for our next 17 lessons. If you have any other feedback regarding topics to cover, please let me know. From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Marian Thacher Sent: Friday, October 05, 2007 12:24 PM To: The Technology and Literacy Discussion List Subject: [Technology 1333] Re: Additional Information about GCFLeanFree.org Hi Kelly, This looks like a great resource, thanks for sharing it. I think especially the financial literacy lessons will be useful here in CA. Your message was forwarded to our CA Tech Mentor Network list and a number of teachers tried it out and posted about it yesterday. Response was very favorable, except for the registration glitches which it sounds like are now resolved. Thanks for sharing a good resource, at the right price! We have had GCF listed as a teacher resource on OTAN since 2005, but the addition of these lessons makes the site even more useful. Marian The Technology and Literacy Discussion List on Friday, October 05, 2007 at 6:55 AM -0800 wrote: Thanks to everyone who took a look at our site, www.GCFLearnFree.org, yesterday. Throughout the day, several of you emailed me and let me know that we were having some issues with our Join Now/Create an Account process. We just launched our redesigned site on Monday, and while we thought we had all the "bugs" worked out, a few were discovered yesterday. I think we have it all fixed and it should work correctly now. If you have any difficulties with creating a free account, please let me know! If you have not already taken a look at our new Everyday Life program, I encourage you to do so. We currently have 17 interactive lessons available, but will be releasing many, many more topics in the future. Current lessons include using an ATM, completing a bank deposit form, filling out a job application, using a bus map, and much more. I highly recommend you complete the short Tutorial before you begin. The lessons make a lot more sense after completing the tutorial, and you can understand how low-literacy learners would be instructed to complete the lessons. You will want to view the lessons with the sound on your computer turned on. Lessons have audio and text directions. Some of you may be interested in our Computer Training section, as well. Here we cover topics such as Computer Basics, Internet Safety, OpenOffice, and Microsoft Office Word, Excel, PowerPoint, Publisher, and more. Our Computer Training lessons are primarily text and screenshot-based, so may not be appropriate for all learners; however, we are moving to a video-based lesson format with supplemental text. You can take a look at our Publisher 2003 lessons to get a better idea of how we will develop future topics. If it sounds like our site may be of use to you or your learners, please take a look at it. It is a completely free resource! And don't worry, when you create an account with us, we will never share your information with others or email you unless you opt-in for the newsletter. If you have any feedback, please let me know. We are especially interested in what literacy professionals think of these initial lessons and any topics that you think would be worthwhile for us to cover in our next round of production. Thanks for your time. Kelly Potter Markham Instructional Designer, GCFLearnFree.org kelly at GCFLearnFree.org Visit http://www.GCFLearnFree.org today to learn the computer training and life skills you need to succeed! The freedom to learn what you want, when you want, absolutely free! ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071005/5f940a7e/attachment.html From mthacher at otan.us Fri Oct 5 14:35:46 2007 From: mthacher at otan.us (Marian Thacher) Date: Fri, 05 Oct 2007 11:35:46 -0700 Subject: [Technology 1337] Re: =?iso-8859-1?q?Trying_Out_the_Technology_=09IntegrationSelfAs?= =?iso-8859-1?q?sessment_=28TI?= In-Reply-To: <36e201c8075f$c050afa0$20ac1bac@multivac> References: <, > <6E8BC13A30982C44BCD32B38FB8F5AB852AC54@lac-exch.lacnyc.local> <,> <36e201c8075f$c050afa0$20ac1bac@multivac> Message-ID: Wow, Tim, can I publish this? :) Thanks for sharing your experience and reaction. My comments are below. The Technology and Literacy Discussion List on Friday, October 05, 2007 at 7:55 AM -0800 wrote: > >The questions helped me to think not only of my skill level, but also how >well I am prepared to teach certain competencies. Looking at Technology >Integration in the structured format helped me to really think through the >competencies and understand both where I needed additional PD for my own >understanding and where I could improve my preparedness to teach/train on >these competencies. This was an important goal of the project, to make taking the assessment an informative experience in itself. For some, the examples will be important. For others, like you, who are experienced with technology, looking at the list of skills and the categories does provide a framework. I know in working on the development I learned about a number of things that hadn't occurred to me before. For example, I knew about assistive technology, but didn't necessarily include it in my thinking about technology in the classroom. Including it came out of discussions with colleagues that led to research and looking for good examples. >The questions also helped me to think about the >importance of each as related to my work. While I have asked myself some >of >these questions before, the structure and progression really helped me to >think it through in a different way and in some cases arrive at different >conclusions. Could you give an example of a different conclusion that you arrived at? I think that was true for me too, and the biggest conclusion was that I don't know as much as I thought I did! > > >I really like the way the results and PD planning piece are structured. >While there are a number of areas I identified as good candidates for >personal PD, the assessment urged me to focus on no more than four, a >manageable goal. Yes, that manageability is really important. As Wendy discovered, if you include too many competencies, creating the plan becomes overwhelming, not to mention doing the learning. We encourage people in the instructions to limit themselves to no more than four. Really one or two is plenty. Do we need to communicate that more clearly on the page? We could actually limit the plan to no more than four, but that would probably result in frustration for some. > >And the concepts of the assessment and planning process will help me in >looking at my skills and professional development needs in other areas in >a >different (and for me, more productive) way than I have in the past. That's a great unintended outcome, I hadn't thought about that before. (Or should I say - we meant to do that!) > > >I also feel the >competencies used for the TISA are a great starting point for a state who >may need to develop their own, or a good review for a state who has >competencies developed for teachers. There may be several on the TISA that >could be integrated into what a state has developed, and there may be >some a >state has thought of that would be good additions to the TISA. I'm hopeful that the tool will get used this way, I look forward to hearing from any who pursue this. > > Thanks for your thoughtful and thorough response, Tim. You've given me a lot to think about. Marian > > >Thanks for listening, >Tim >-- >Tim Ponder >Ohio Literacy Resource Center >tponder at literacy.kent.edu > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071005/ff96ad0c/attachment.html From MariannF at lacnyc.org Fri Oct 5 15:39:51 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Fri, 5 Oct 2007 15:39:51 -0400 Subject: [Technology 1338] Thank You Marian Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB852AD66@lac-exch.lacnyc.local> Hello Tech List Colleagues, On behalf of the list I'd like to offer a very warm "Thank You" to Marian Thatcher for taking time from a busy schedule to share information and answer our questions about the Technology Integration Self-Assessment! We will, of course, look forward to your continued presence and participation on the Tech list. I absolutely encourage list members to continue to share your thoughts, experiences, successes and challenges using the TISA with the list as a whole. Thank you again Marian! Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071005/364b80dd/attachment.html From mthacher at otan.us Fri Oct 5 15:57:01 2007 From: mthacher at otan.us (Marian Thacher) Date: Fri, 05 Oct 2007 12:57:01 -0700 Subject: [Technology 1339] Re: Thanks to all of you! In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB852AD66@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB852AD66@lac-exch.lacnyc.local> Message-ID: Thank you for the opportunity, Mariann, it's certainly been my pleasure to communicate with the list about this project. It's been kind of a quiet week on the list until today, but I know you're all out there, so thanks for "listening." There have been 306 accounts created on the technology self-assessment in the last month. The big states are the biggest participants - CA, AZ, TX, FL, NY and OH. Clearly Arizona, for it's population, is very active in the technology arena, and 37 Arizona teachers have created accounts. Outside the US, Canada has 9, and Bulgaria has 1! But the fact that there are 2 or 3 accounts from many other states, 36 states in all, tells me that you're out there checking out the resources. I hope you find them useful. I will be happy to receive your feedback, on list or off, at any time over the next year. We have heard from a couple of states that are thinking of adopting this tool statewide, and perhaps there will be more. I appreciate the opportunity that Mariann and NIFL have provided us to let you know about AdultEd Online and the self-assessments. The next big project from AdultEd Online will be a learner portal - a Web site where low literacy learners and English learners, in programs or not, can find instruction to meet their needs. This project is in the design phase right now, with plans to go live in the fall of 2008. The prototype will contain learning materials in three areas: a beginning-level English course, a mid-level English course, and activities for improving reading, writing and life skills. You'll be hearing more about this in the coming months. Thank you again, and I wish you all the best in the coming year, Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us The Technology and Literacy Discussion List on Friday, October 05, 2007 at 12:39 PM -0800 wrote: >Hello Tech List Colleagues, > >On behalf of the list I?d like to offer a very warm ?Thank You? to Marian >Thatcher for taking time from a busy schedule to share information and >answer our questions about the Technology Integration Self-Assessment! >We will, of course, look forward to your continued presence and >participation on the Tech list. >I absolutely encourage list members to continue to share your thoughts, >experiences, successes and challenges using the TISA with the list as a >whole. > >Thank you again Marian! > >Best, >Mariann > >Mariann Fedele >Director, >NYC Regional Adult Education Network >Literacy Assistance Center > >Moderator, >NIFL Technology and Literacy Discussion List >32 Broadway 10th Floor >New York, New York 10004 >212-803-3325 >[ mailto:mariannf at lacnyc.org ]mariannf at lacnyc.org >[ http://www.lacnyc.org ]www.lacnyc.org > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071005/cc9e1606/attachment.html From holly at dilatush.com Sat Oct 6 13:42:41 2007 From: holly at dilatush.com (Holly Dilatush) Date: Sat, 6 Oct 2007 13:42:41 -0400 Subject: [Technology 1340] Online Portfolios Message-ID: Hello all, David (Rosen) suggested adding the sixth element of online portfolios. As part of the online graduate work I'm presently working through with the University of Phoenix Online (Masters in Adult Ed and Training), we are required to build such a portfolio using Taskstream. Taskstream is new to me -- http://www.taskstream.com/pub/ (and you might want to check the "about us" tab), perhaps it is already familiar to many of you? I'm enjoying my beginning efforts at creating my online portfolios [my very very beginning attempt at first one is here: http://www.taskstream.com/main/?/dilatush/WelcometoHollyDilatushsPORTFOLIO.html ] I like the ability to create different ones, to have them "open to the world" or limited to those with the 'key' password. You can then market yourself appropriately for different specific niches. I have not made the time to research but wonder if there are any open source online portfolio systems/models out there? On a quick Google search I found this, but did not explore: http://www.osportfolio.org/. Certainly many people create their own webpages ? but for those less savvy or time-limited (speaking of course, of myself!), and for the added 'panache' and guidance/structure, access to such a resource as TaskStream is much appreciated! As part of our coursework, we're encouraged to include papers, PowerPoints, etc. Your CV gone live! I'm excited about expanding and embellishing mine with info from various PD opportunities, conferences, presentations, books & articles which have influenced me, etc. It should prove to be an interesting reflective project. And, think of the future paper shuffling it should save! I can see great benefit in enabling such an opportunity AS PART OF routine PD for anyone, perhaps especially so for educators ? and if it were more routine ? think how useful it might be in screening applicants for new positions ? [TaskStream has a user search feature, message board, more ? I'm still learning my way through it]. Many job search sites ask you to upload information ? but it's often reformatted, less attractively, and it's a major nuisance to copy and paste. How nice to have such an online portfolio to share ? to refer people to. Unfortunately, the cost is a tad prohibitive for many individuals. [Taskstream does have a two week free trial option] -- Holly (Dilatush) holly at dilatush.com (434) 960.7177 cell phone (434) 295.9716 home phone [OK to call 7:30 a.m. to 9:30 p.m. EST / GMT -5 time] "No matter what our attempts to inform, it is our ability to inspire that will turn the tides." "Live with intention. Share inside~out smiles, inspire hope, seek awe and nurture in nature." www.abavirtual-learningcenter.org www.theHsmile.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071006/ef10a997/attachment.html From KUTHFAM at aol.com Sun Oct 7 21:57:31 2007 From: KUTHFAM at aol.com (KUTHFAM at aol.com) Date: Sun, 7 Oct 2007 21:57:31 EDT Subject: [Technology 1341] Re: What are your learning strategies? Message-ID: In a message dated 10/3/2007 3:48:01 P.M. Eastern Daylight Time, mthacher at otan.us writes: One interesting question raised by the online professional development plan is - how do we learn new things? We created a list of learning strategies based on the experience of the expert advisors and interviewing a variety of teachers. On the form you can choose a strategy from the list or add your own. The list includes: I'd ask my kids. They know much more than I do. ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071007/fad4aa6f/attachment.html From shannony at umich.edu Mon Oct 8 10:14:17 2007 From: shannony at umich.edu (Shannon Young) Date: Mon, 08 Oct 2007 10:14:17 -0400 Subject: [Technology 1342] Call for Distance Education presenters In-Reply-To: Message-ID: Project IDEAL (Improving Distance Education for Adult Learners) is pleased to host the second annual Distance Education strand at COABE in St. Louis (April 28th-May 1st, 2008). Last year?s strand was well-received with 12 sessions and 27 presenters covering a variety of distance ed topics. Teachers, program administrators, state staff, and researchers from across the country discussed teaching strategies, online professional development, using technologies, new tools for distance, national and local research findings, and policy development. We encourage you to submit a proposal about your experiences working in distance education. Go to the COABE website (http://www.coabeconference.org/) and complete the online proposal form. Under Educational Focus, check the box next to Technology/Distance Learning. Proposals will be forwarded by COABE to Project IDEAL for review and selection. Proposals are due by October 31st. Please feel free to contact me if you have any questions. -- Shannon J. Young Program Manager, Project IDEAL / AdultEd Online Senior Research Area Specialist, Program on Teaching, Learning, & Technology Institute for Social Research, The University of Michigan 5267 ISR, 426 Thompson Street, Ann Arbor, MI 48106-1248 Ph: (734) 763-5325 Fax: (734) 647-3652 Email: shannony at umich.edu Websites: http://projectideal.org http://www.adultedonline.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071008/05e7b88f/attachment.html From mthacher at otan.us Mon Oct 8 11:48:58 2007 From: mthacher at otan.us (Marian Thacher) Date: Mon, 08 Oct 2007 08:48:58 -0700 Subject: [Technology 1343] Re: Online Portfolios In-Reply-To: References: Message-ID: Thanks for sharing this tool, Holly. I haven't seen Taskstream before, and it looks pretty interesting. The idea of having an online portfolio that is always available is very appealing, especially for those of us who are freeway flyers and change jobs from time to time. $49/yr isn't an outrageous cost, but of course it would be nice to find something free. The OSP site looks very interesting too. From reviewing their white paper, clearly a lot of thought has gone into what functionality you would want to have for an online portfolio, how people might be grouped, etc. So it comes down to commercial vs. open source. You would want to choose the one that will be around and stable the longest. Is it a guessing game? Does anyone have a strong opinion? On OSP you can sign up for 6 years, but that doesn't mean it will still be there in 6 years. Is anyone else using one of these, or another? Marian The Technology and Literacy Discussion List on Saturday, October 06, 2007 at 10:42 AM -0800 wrote: >Hello all, >David (Rosen) suggested adding the sixth element of online portfolios. > > >As part of the online graduate work I'm presently working through with >the University of Phoenix Online (Masters in Adult Ed and Training), we >are required to build such a portfolio using Taskstream. Taskstream is >new to me -- [ http://www.taskstream.com/pub/ >]http://www.taskstream.com/pub/ >(and you might want to check the "about us" tab), perhaps it is already >familiar to many of you? > >I'm enjoying my beginning efforts at creating my online portfolios [my >very very beginning attempt at first one is here: [ >http://www.taskstream.com/main/?/dilatush/WelcometoHollyDilatushsPORTFOLIO.html >]http://www.taskstream.com/main/?/dilatush/WelcometoHollyDilatushsPORTFOLIO.html > ] > >I like the ability to create different ones, to have them "open to the >world" or limited to those with the 'key' password. You can then market >yourself appropriately for different specific niches. > > >I have not made the time to research but wonder if there are any open >source online portfolio systems/models out there? On a quick Google >search I found this, but did not explore: [ http://www.osportfolio.org/ >]http://www.osportfolio.org/. > >Certainly many people create their own webpages ? but for those less >savvy or time-limited (speaking of course, of myself!), and for the added >'panache' and guidance/structure, access to such a resource as TaskStream >is much appreciated! As part of our coursework, we're encouraged to >include papers, PowerPoints, etc. Your CV gone live! I'm excited >about expanding and embellishing mine with info from various PD >opportunities, conferences, presentations, books & articles which have >influenced me, etc. It should prove to be an interesting reflective >project. And, think of the future paper shuffling it should save! > > >I can see great benefit in enabling such an opportunity AS PART OF >routine PD for anyone, perhaps especially so for educators ? and if it >were more routine ? think how useful it might be in screening applicants >for new positions ? [TaskStream has a user search feature, message board, >more ? I'm still learning my way through it]. > >Many job search sites ask you to upload information ? but it's often >reformatted, less attractively, and it's a major nuisance to copy and >paste. How nice to have such an online portfolio to share ? to refer >people to. > >Unfortunately, the cost is a tad prohibitive for many individuals. > [Taskstream does have a two week free trial option] > >-- >Holly (Dilatush) > >[ mailto:holly at dilatush.com ]holly at dilatush.com >(434) 960.7177 cell phone >(434) 295.9716 home phone >[OK to call 7:30 a.m. to 9:30 p.m. EST / GMT -5 time] > >"No matter what our attempts to inform, it is our ability to inspire that >will turn the tides." > >"Live with intention. Share inside~out smiles, inspire hope, seek awe and >nurture in nature." > >[ http://www.abavirtual-learningcenter.org >]www.abavirtual-learningcenter.org >[ http://www.theHsmile.org >]www.theHsmile.org---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071008/a1659c9f/attachment.html From tsticht at znet.com Mon Oct 8 14:34:58 2007 From: tsticht at znet.com (tsticht at znet.com) Date: Mon, 08 Oct 2007 11:34:58 -0700 Subject: [Technology 1343] A Veteran's Day Message Message-ID: <1191868498.470a78528cf6c@webmail.znet.net> A Message for Veteran's/Remembrance Day November 11, 2007 Love, Literacy, & Liberty: Songs in the Literacy Lessons of the World Wars Tom Sticht International Consultant in Adult Education When the United States entered World War I in 1917, Cora Wilson Stewart, founder of the Midnight Schools of Kentucky for illiterate adults, recognized that many of the men from the hills and hollows of her county would be called to war as illiterates. She saw the need to teach these men to read and write before they left their families and other loved ones for distant shores in countries they knew nothing about. So she created The Soldier's First Book and got the Young Men's Christian Association (YMCA) to use it in their education programs for soldiers. Later, the YMCA used a new book called Camp Reader for American Soldiers to teach literacy to thousands of men who entered into World War I as illiterate or non-English speaking soldiers. This book incorporated a number of songs that were used to help men learn to read and to maintain their morale while they were miles from home. A footnote on one page of the Camp Reader advised teachers to "Sing with class. Have pupils follow printed text as they sing. For writing lessons have pupils copy stanza 1 from script and write stanza 2 from print." One of the songs used to teach literacy and keep up the morale of the literacy students was from England, and the chorus went like this: Pack up your troubles in your old kit-bag, And smile, smile, smile, While you?ve a lucifer to light your fag, Smile, boys, that?s the style. What?s the use of worrying? It never was worth while, so Pack up your troubles in your old kit-bag, And smile, smile, smile. Another song helped the soldier literacy learners think of their loved ones and how they were fighting to keep them safe. The chorus was: There's a long, long trail a-winding Into the land of my dreams, Where the nightingales are singing And a white moon beams: There's a long, long night of waiting Until my dreams all come true; Till the day when I'll be going down That long, long trail with you. The thought of returning from war to be with loved ones seems to always be on the minds of soldiers. During World War II over 250,000 illiterate or non-English speaking men were taught literacy in Special Training Units of the U.S. Army before being sent into battle. One innovation introduced in the literacy training programs was the use of a cartoon strip featuring fictional soldiers Private Pete and his sidekick Daffy. These cartoons were usually two page spreads in a special newspaper for literacy students called Our War. Our War editors understood that the hearts and minds of the troops were on family and friends, often girl friends, back home. The cartoons sometimes told stories about visits with girl friends and included scenes in which Private Pete and friends were singing songs. One popular song of the time was aimed at making separations between the soldiers and their sweethearts more bearable. In the August 1943 issue of Our War the cartoon strip was about a letter Private Pete got from another soldier friend of his who told about how he was going overseas. A cartoon frame shows him and a group of his buddies travelling in the back of an Army truck singing a song called Don't Sit Under the Apple Tree: Don't sit under the apple tree with anyone else but me Anyone else but me, anyone else but me No! No! No! Don't sit under the apple tree with anyone else but me Till I come marchin' home Don't go walkin' down Lover's Lane with anyone else but me Anyone else but me, anyone else but me No! No! No! Don't go walkin' down Lover's Lane with anyone else but me Till I come marchin' home In Our War for March 1944 Private Pete and Daffy are spending a quiet Sunday in camp. They take in a movie, and afterward Daffy says, "This winds up a great day, Pete. I feel like singing, too!" A group of soldiers is then shown sitting in the barracks singing: When the lights go on again all over the world And the boys are home again all over the world And rain or snow is all that may fall from the skies above A kiss won't mean "goodbye" but "Hello to love" When the lights go on again all over the world And the ships will sail again all over the world Then we'll have time for things like wedding rings and free hearts will sing When the lights go on again all over the world Whether we call it Veteran's Day in the United States, or Remembrance Day in Australia, Canada, Ireland, New Zealand and the United Kingdom, we remember and honor the millions of those who fought for liberty and freedom in times of the World Wars. We recall the heartfelt songs they sang, the words of which hundreds of thousands learned to read only after becoming soldiers. We think of the mums, dads, sisters, brothers, and sweethearts whose love sustained the soldiers in wars long ago and, sadly, in wars of today. We still wait "Till they come marchin' home" and "A kiss won't mean "goodbye" but "Hello to love." Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, Ca 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net NOTE: In the past colleagues have asked that I send these brief pieces out well ahead of Veteran's/Remembrance Day for those who want to include it in their newsletters for November. So here it is. I should note that I have included segments of songs longer than those that appear in the military materials of World Wars I and II with the idea that adult literacy educators may want to follow the advice from World War I and use the songs in classrooms in learning about Veteran's/Remembrance Day. From anniedharris at gmail.com Tue Oct 9 10:01:56 2007 From: anniedharris at gmail.com (Doris Harris) Date: Tue, 9 Oct 2007 10:01:56 -0400 Subject: [Technology 1344] Re: Online Portfolios In-Reply-To: References: Message-ID: <930c395b0710090701m30189c3fi23ec155a29795319@mail.gmail.com> This does look interesting. Our program is required to use Live Text for our portfolios. I haven't purchased it yet. It's even more expensive ($75 through the school) but here's the link in case anyone is interested in using it. www.livetext.com Doris Harris Georgia State University On 10/8/07, Marian Thacher wrote: > > Thanks for sharing this tool, Holly. I haven't seen Taskstream before, and > it looks pretty interesting. The idea of having an online portfolio that is > always available is very appealing, especially for those of us who are > freeway flyers and change jobs from time to time. $49/yr isn't an outrageous > cost, but of course it would be nice to find something free. The OSP site > looks very interesting too. From reviewing their white paper, clearly a lot > of thought has gone into what functionality you would want to have for an > online portfolio, how people might be grouped, etc. > > So it comes down to commercial vs. open source. You would want to choose > the one that will be around and stable the longest. Is it a guessing game? > Does anyone have a strong opinion? On OSP you can sign up for 6 years, but > that doesn't mean it will still be there in 6 years. > > Is anyone else using one of these, or another? > > Marian > > *The Technology and Literacy Discussion List on > Saturday, October 06, 2007 at 10:42 AM -0800 wrote: > *Hello all, > David (Rosen) suggested adding the sixth element of online portfolios. > > > As part of the online graduate work I'm presently working through with the > University of Phoenix Online (Masters in Adult Ed and Training), we are > required to build such a portfolio using Taskstream. Taskstream is new to > me -- http://www.taskstream.com/pub/ > (and you might want to check the "about us" tab), perhaps it is already > familiar to many of you? > > I'm enjoying my beginning efforts at creating my online portfolios [my > very very beginning attempt at first one is here: > http://www.taskstream.com/main/?/dilatush/WelcometoHollyDilatushsPORTFOLIO.html ] > > > I like the ability to create different ones, to have them "open to the > world" or limited to those with the 'key' password. You can then market > yourself appropriately for different specific niches. > > > I have not made the time to research but wonder if there are any open > source online portfolio systems/models out there? On a quick Google search > I found this, but did not explore: http://www.osportfolio.org/. > > Certainly many people create their own webpages ? but for those less savvy > or time-limited (speaking of course, of myself!), and for the added > 'panache' and guidance/structure, access to such a resource as TaskStream is > much appreciated! As part of our coursework, we're encouraged to include > papers, PowerPoints, etc. Your CV gone live! I'm excited about expanding > and embellishing mine with info from various PD opportunities, conferences, > presentations, books & articles which have influenced me, etc. It should > prove to be an interesting reflective project. And, think of the future > paper shuffling it should save! > > > I can see great benefit in enabling such an opportunity AS PART OF routine > PD for anyone, perhaps especially so for educators ? and if it were more > routine ? think how useful it might be in screening applicants for new > positions ? [TaskStream has a user search feature, message board, more ? I'm > still learning my way through it]. > > Many job search sites ask you to upload information ? but it's often > reformatted, less attractively, and it's a major nuisance to copy and paste. > How nice to have such an online portfolio to share ? to refer people to. > > Unfortunately, the cost is a tad prohibitive for many individuals. > [Taskstream does have a two week free trial option] > > -- > Holly (Dilatush) > > holly at dilatush.com > (434) 960.7177 cell phone > (434) 295.9716 home phone > [OK to call 7:30 a.m. to 9:30 p.m. EST / GMT -5 time] > > "No matter what our attempts to inform, it is our ability to inspire that > will turn the tides." > > "Live with intention. Share inside~out smiles, inspire hope, seek awe and > nurture in nature." > > www.abavirtual-learningcenter.org > www.theHsmile.org > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to mthacher at otan.us > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to anniedharris at gmail.com > -- ~ Ancora Imparo ~ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071009/67d0332d/attachment.html From jennfwms at aol.com Tue Oct 9 19:39:31 2007 From: jennfwms at aol.com (jennfwms at aol.com) Date: Tue, 09 Oct 2007 19:39:31 -0400 Subject: [Technology 1345] Re: Tech Self-Assessment, what about tutors? In-Reply-To: References: Message-ID: <8C9D8E4C62EB5BD-924-7D2B@webmail-mf07.sysops.aol.com> Thanks Jennifer Williams -----Original Message----- From: Marian Thacher To: technology at nifl.gov Sent: Mon, 1 Oct 2007 2:51 pm Subject: [Technology 1304] Tech Self-Assessment, what about tutors? Jennifer Williams asked if this discussion would be good for tutors of adult learners, or more geared to a formal classroom situation. I would say that although the self-assessment is geared towards classroom teachers, tutors could gain some ideas from taking it as well. While you might not do a video project with an individual learner, a tutor could certainly use word processing or spreadsheet skills to create activities and worksheets, some assessment issues would be the same, and assistive technology might be appropriate in some situations. So I encourage tutors to participate and let us know which parts you find relevant to your situations. Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jennfwms at aol.com ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071009/93b85a1e/attachment.html From jennfwms at aol.com Tue Oct 9 20:26:23 2007 From: jennfwms at aol.com (jennfwms at aol.com) Date: Tue, 09 Oct 2007 20:26:23 -0400 Subject: [Technology 1346] Re: Free Online Resource In-Reply-To: <000601c8068e$2f3208b0$8d961a10$@org> References: <000601c8068e$2f3208b0$8d961a10$@org> Message-ID: <8C9D8EB524C18BD-924-7F7F@webmail-mf07.sysops.aol.com> This is great. I immediately forwarded it to my adult literacy group witha receommedation to use in conjunction with workplace literacy as well as the rest of the programs. Thanks for finally posting. Jennnifer Williams GA State Grad Student -----Original Message----- From: Kelly Potter Markham To: technology at nifl.gov Sent: Thu, 4 Oct 2007 9:55 am Subject: [Technology 1324] Free Online Resource Good morning, ? My name is Kelly Potter and I work for a free, online training website, GCFLearnFree.org. We are a free program b/c we are funded by Goodwill Industries of Eastern NC. Our goal is to provide learning opportunities for people so they can acquire the skills they need to be succeed. I?ve been reading this discussion list for about a year now, but have never posted before. I?m excited that now I have some worth posting about! ? Since 1999 GCFLearnFree.org has offered free computer training online. This training includes topics such as Open Office, Computer Basics, Internet Basics, and Microsoft Word, PowerPoint, Excel, and Publisher. We?re currently in the process of revitalizing our computer training curriculum to include video lessons along with our text-based lessons. ? Just this week we launched a new project, which we call Everyday Life. It is geared toward adult basic education, ESL students, and learners that need to acquire functional literacy skills. Some of our initial lessons include how to use an ATM, complete a bank deposit slip, use bus maps, and complete a job application. ?Our interactive lessons are not intended to teach vocabulary and reading skills, but rather to provide learners with a safe environment where they can practice new skills without real-world consequences and the fear of failure. Our goal with these lessons was to create a ?realistic environment that learners would relate to. Some of the lessons are intentionally easy, and we will be adding lessons in the future to increase the difficulty level. ? So far, we?ve used local literacy centers as a resource and as a source of user testing. If you have a moment, please take a look at our Everyday Life curriculum and let me know what you think. You do have to create an account on our website to view the lessons; however, it is free and the only personal information we ask is your email address. We don?t share your information with others and we?ll only send you information about the site if you opt-in for the newsletter. ? Please post your thoughts to the list, or you can email me directly at kelly at gcflearnfree.org. I?m interested in any feedback you have about our Everyday Life project and hope that it will be a resource you can use with your learners. ? Thank you, Kelly Potter ? www.GCFLearnFree.org The freedom to learn what you want, when you want, absolutely free! ? 321 W. Hargett Street Raleigh, NC 27601 ? ---------------------------------------------------- ational Institute for Literacy echnology and Literacy mailing list echnology at nifl.gov o unsubscribe or change your subscription settings, please go to ttp://www.nifl.gov/mailman/listinfo/technology mail delivered to jennfwms at aol.com ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071009/dae9e21f/attachment.html From jennfwms at aol.com Tue Oct 9 20:53:00 2007 From: jennfwms at aol.com (jennfwms at aol.com) Date: Tue, 09 Oct 2007 20:53:00 -0400 Subject: [Technology 1347] Re: Online Portfolios In-Reply-To: References: Message-ID: <8C9D8EF0A22F272-924-80F1@webmail-mf07.sysops.aol.com> Holly: We use a tool call LiveText at GA State university to produce and post portfolios. Students? were charged? $75 for their subscription. However, I think that was imposed by the school versus the tool. I am sure they were trying to recoup their cost for the licenses. The tool was very user friendly. I am a pretty simple technology user so I didn't try to use many fancy functions but I believe the capability is there. I hope this is helpful. Thanks Jennifer Williams GA State University Masters Student -----Original Message----- From: Holly Dilatush To: technology at nifl.gov Sent: Sat, 6 Oct 2007 1:42 pm Subject: [Technology 1340] Online Portfolios Hello all, David (Rosen) suggested adding the sixth element of online portfolios.?? ? As part of the online graduate work I'm presently working through with the University of Phoenix Online (Masters in Adult Ed and Training), we are required to build such a portfolio using Taskstream.? Taskstream is new to me -- http://www.taskstream.com/pub/ ??? (and you might want to check the "about us" tab), perhaps it is already familiar to many of you? ? I'm enjoying my beginning efforts at creating my online portfolios [my very very beginning attempt at first one is here: http://www.taskstream.com/main/?/dilatush/WelcometoHollyDilatushsPORTFOLIO.html ?]? ? I like the ability to create different ones, to have them "open to the world" or limited to those with the 'key' password. ?You can then market yourself appropriately for different specific niches. ? ? I have not made the time to research but wonder if there are any open source online portfolio systems/models out there? ? On a quick Google search I found this, but did not explore: http://www.osportfolio.org/.? ? Certainly many people create their own webpages ? but for those less savvy or time-limited (speaking of course, of myself!), and for the added 'panache' and guidance/structure,?access to such a resource as TaskStream is much appreciated! ??As part of our coursework, we're encouraged to include papers, PowerPoints, etc. ?Your CV gone live!?? I'm excited about expanding and embellishing mine with info from various PD opportunities, conferences, presentations, books & articles which have influenced me, etc. ??It should prove to be an interesting reflective project. ??And, think of the future paper shuffling it should?save! ? I can see great benefit in enabling such an opportunity AS PART OF routine PD for anyone, perhaps especially so for educators ? and if it were more routine ? think how useful it might be in screening applicants for new positions ? [TaskStream has a user search feature, message board, more ? I'm still learning my way through it]. ? ? Many job search sites ask you to upload information ? but it's often reformatted, less attractively, and it's a major nuisance to copy and paste. ??How nice to have such an online portfolio to share ? to refer people to. ? Unfortunately, the cost is a tad prohibitive for many individuals. ?[Taskstream does have a two week free trial option] -- Holly (Dilatush) holly at dilatush.com (434) 960.7177 cell phone (434) 295.9716 home phone [OK to call 7:30 a.m. to 9:30 p.m. EST / GMT -5 time] "No matter what our attempts to inform, it is our ability to inspire that will turn the tides." "Live with intention. Share inside~out smiles, inspire hope, seek awe and nurture in nature." www.abavirtual-learningcenter.org?? www.theHsmile.org ---------------------------------------------------- ational Institute for Literacy echnology and Literacy mailing list echnology at nifl.gov o unsubscribe or change your subscription settings, please go to ttp://www.nifl.gov/mailman/listinfo/technology mail delivered to jennfwms at aol.com ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071009/15a718d5/attachment.html From jennfwms at aol.com Tue Oct 9 20:57:34 2007 From: jennfwms at aol.com (jennfwms at aol.com) Date: Tue, 09 Oct 2007 20:57:34 -0400 Subject: [Technology 1348] Re: What are your learning strategies? In-Reply-To: References: Message-ID: <8C9D8EFADEE6D79-924-811F@webmail-mf07.sysops.aol.com> I like this idea and will check it out. Thanks Jennifer GA State University Masters Student -----Original Message----- From: KUTHFAM at aol.com To: technology at nifl.gov Sent: Sun, 7 Oct 2007 9:57 pm Subject: [Technology 1341] Re: What are your learning strategies? In a message dated 10/3/2007 3:48:01 P.M. Eastern Daylight Time, mthacher at otan.us writes: One interesting question raised by the online professional development plan is - how do we learn new things? We created a list of learning strategies based on the experience of the expert advisors and interviewing a variety of teachers. On the form you can choose a strategy from the list or add your own. The list includes: I'd ask my kids. They know much more than I do. See what's new at AOL.com and Make AOL Your Homepage. ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jennfwms at aol.com ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071009/09c7934e/attachment.html From jennfwms at aol.com Tue Oct 9 21:13:50 2007 From: jennfwms at aol.com (jennfwms at aol.com) Date: Tue, 09 Oct 2007 21:13:50 -0400 Subject: [Technology 1349] Re: Technology Integration Self-Assessment - an Intro In-Reply-To: References: Message-ID: <8C9D8F1F3AF1179-924-81F1@webmail-mf07.sysops.aol.com> I am sorry I missed communicating with you over this topic. However, I am extremely excited about the prospects that it holds. Thank you for the opportunity to identify my strengths and weaknesses in this area. Jennifer Williams GA State University Masters Student -----Original Message----- From: Marian Thacher To: technology at nifl.gov Sent: Mon, 1 Oct 2007 2:43 pm Subject: [Technology 1303] Technology Integration Self-Assessment - an Intro Greetings to All on the NIFL Technology List, I appreciate the opportunity to communicate with all of you about the AdultEd Online self-assessment tool that went live in September, the Technology Integration Self-Assessment. I know some of you have had a chance to check it out, and I'm interested to receive your feedback. The idea behind this tool was to make it possible for any adult education teacher anywhere to get online and take the self-assessment in order to see what is involved in integrating technology in the classroom, and where their strengths and weaknesses might lie. In addition, completing the self-assessment leads to creating a professional development plan the contains competencies to focus on, learning strategies, online resources, and a timeline for completing tasks. I think this model is very promising for professional development in general, and I'm curious to see to what extent it gets used by teachers and programs. Just to give you a little background about the development, we started out by researching what technology integration standards already exist, and also looking at self-assessments. Most of these are from the K12 system and from teacher preparation programs. Some are very detailed, and some more minimal than ours. We tried to find a good balance between including all important skills and keeping the self-assessment short enough to complete in about 15 minutes. http://cnets.iste.org/teachers/t_stands.html The ISTE Ed Tech Standards for Teachers are probably the best known set of standards. Although they are fairly general, there are many resources for K12 teachers attached to them, such as sample activities and lesson plans. http://21stcenturyschools.northcarolina.edu/technology/competencies.html Here is an example from North Carolina of a very detailed list of possible technology skills. You will see that for AdultEd Online we chose a middle path, covering 12 competency areas, and addressing both personal and classroom skills where appropriate. We also tried to provide examples where we thought that a teacher might need to see an example of something like a class web site or the use of an assistive technology. Although the tool is designed for teachers, there is also an admin section. If you create an administrator account, you can invite teachers to take the self-assessment, keep track of who has completed it, and see aggregated results for your program. Do you think 15-20 minutes is reasonable for an online self-assessment? Do you think teachers will use this tool on their own, or mainly if requested by their program? What do you think are the best ways of letting people know about this tool? In my next messages I will address the 12 selected areas and reply to some of the questions you have already posed. Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to jennfwms at aol.com ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071009/144b5d85/attachment.html From mthacher at otan.us Wed Oct 10 11:59:39 2007 From: mthacher at otan.us (Marian Thacher) Date: Wed, 10 Oct 2007 08:59:39 -0700 Subject: [Technology 1350] Technology Strand at COABE Message-ID: The Adult Literacy and Technology Network will sponsor a technology strand at COABE next year, April 28-May 1 in St. Louis. There will be at least one lab with Internet, so proposals for hands-on sessions are welcome. We hope that many of you will submit proposals about the unique and exciting things you are doing with technology in your classrooms and beyond. This is your chance to share your projects and experience on a national level, to network with others and find your fellow travelers, and to put faces with some of the names you've seen on this list. This strand is in addition to the Distance Learning strand. When you submit your proposal, under Educational Focus, check the box for Technology/Distance Learning. We will figure out which is which. Technology proposals will be forwarded ALTN for review. Proposals are due Oct. 31. Go to http://www.coabeconference.org/ to submit your proposal online. In addition to what you want to present, we could have some discussion on this list of what you think should be covered. What topics are a must? Help us plan. Thanks! Marian ~~~~~~~~~~~~~~~~~ Marian Thacher, OTAN P.O. Box 269003 Sacramento, CA 95826-9003 (916) 228-2597 www.otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071010/7487e685/attachment.html From mthomsen at lagcc.cuny.edu Thu Oct 11 13:12:51 2007 From: mthomsen at lagcc.cuny.edu (Melinda Thomsen) Date: Thu, 11 Oct 2007 13:12:51 -0400 Subject: [Technology 1350] Language Acquisition & Technology Message-ID: <470E2153020000DE0004F9FB@mailgate.lagcc.cuny.edu> Does anyone have any suggestions on articles about ESL acquisition and technology learning? I tried ERIC and had trouble finding anything. It seems that from my classes, students make a lot of progress in their communication skills when the course includes technology, like Mp3 players, blackboard classrooms, etc. so I am wondering if language acquisition and technology are complimentary skills... Thank you, Melinda Thomsen Melinda Thomsen Vocational English Instructor Center for Immigrant Education and Training Room C233 LaGuardia Community College 31-10 Thomson Avenue Long Island City, NY 11101 718-482-5029 718-609-2001 fax mthomsen at lagcc.cuny.edu http://www.lagcc.cuny.edu/ciet/ From akira.kamiya at umb.edu Thu Oct 11 14:00:41 2007 From: akira.kamiya at umb.edu (akira at boston sabes) Date: Thu, 11 Oct 2007 14:00:41 -0400 Subject: [Technology 1351] Re: Language Acquisition & Technology In-Reply-To: <470E2153020000DE0004F9FB@mailgate.lagcc.cuny.edu> Message-ID: Hi Melinda, Funny you ask this... I am right now doing some research on a related topic. I have found this book to be excellent. Teaching Every Student in the Digital Age / Universal Design for Learning David H. Rose and Anne Mayer In fact a lot of the book is on line on the CAST website Center for Applied Special Technology cast.org See this link its got the text of the book http://www.cast.org/teachingeverystudent/ideas/tes/ And more generally http://www.cast.org/teachingeverystudent/ it ties together a lot of good congitive science and research to practical class room examples. - ak ._____________________________________________________________________. AKIRA KAMIYA Adult Literacy Resource Institute Computer Field Technologist - Greater Boston http://sabes.org/technology Tel 617-287-4075 The people have the power... to wrestle the earth from fools -Patti Smith .______________________________________________________________________. On 10/11/07 1:12 PM, "Melinda Thomsen" wrote: > Does anyone have any suggestions on articles about ESL acquisition and > technology learning? > I tried ERIC and had trouble finding anything. It seems that from my > classes, > students make a lot of progress in their communication skills when > the course includes technology, like Mp3 players, blackboard > classrooms, etc. so I am wondering if language acquisition and technology > are complimentary skills... > > Thank you, > Melinda Thomsen > > Melinda Thomsen > Vocational English Instructor > Center for Immigrant Education and Training > Room C233 > LaGuardia Community College > 31-10 Thomson Avenue > Long Island City, NY 11101 > 718-482-5029 > 718-609-2001 fax > mthomsen at lagcc.cuny.edu > > http://www.lagcc.cuny.edu/ciet/ > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to akira.kamiya at umb.edu - From lsgraham at gmail.com Fri Oct 12 21:29:47 2007 From: lsgraham at gmail.com (leah graham) Date: Fri, 12 Oct 2007 18:29:47 -0700 Subject: [Technology 1352] Re: Language Acquisition & Technology In-Reply-To: <470E2153020000DE0004F9FB@mailgate.lagcc.cuny.edu> References: <470E2153020000DE0004F9FB@mailgate.lagcc.cuny.edu> Message-ID: Hello Melinda, You might also want to check out Language Learning & Technology online journal. http://llt.msu.edu/They have an emerging technology section that might be helpful. Cheers, Leah Leah Graham, Ph.D. Acting Dean DLIFLC Student Learning Center Presidio Of Monterey, CA 93944-3407 > Date: Thu, 11 Oct 2007 13:12:51 -0400> From: mthomsen at lagcc.cuny.edu> To: technology at nifl.gov> Subject: [Technology 1350] Language Acquisition & Technology> > Does anyone have any suggestions on articles about ESL acquisition and technology learning? > I tried ERIC and had trouble finding anything. It seems that from my classes, > students make a lot of progress in their communication skills when > the course includes technology, like Mp3 players, blackboard > classrooms, etc. so I am wondering if language acquisition and technology > are complimentary skills...> > Thank you,> Melinda Thomsen> > Melinda Thomsen> Vocational English Instructor> Center for Immigrant Education and Training> Room C233> LaGuardia Community College> 31-10 Thomson Avenue> Long Island City, NY 11101> 718-482-5029> 718-609-2001 fax> mthomsen at lagcc.cuny.edu> > http://www.lagcc.cuny.edu/ciet/ > > > > ----------------------------------------------------> National Institute for Literacy> Technology and Literacy mailing list> Technology at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology> Email delivered to leah_graham at hotmail.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071012/37682a6c/attachment.html From djrosen at comcast.net Mon Oct 15 12:24:15 2007 From: djrosen at comcast.net (David J. Rosen) Date: Mon, 15 Oct 2007 12:24:15 -0400 Subject: [Technology 1353] Send your students a phone message, yourself a reminder, or.... Message-ID: Technology colleagues, Suppose there were a free service that enabled you -- from a cell phone or a land line -- to send up to a 30-second voice message to yourself, or to anyone you had listed in an address book that you had created for this purpose. Suppose your students could send messages this way, too, from their phones. Suppose when you called the toll- free number (U.S. and Canada only) it said "Hi (your name), who do you want to send a message to? " Suppose you then said the person's name (or "me" for sending yourself reminders). Then, suppose you spoke your brief message. Then, in a few minutes, suppose the message were sent to an e-mail address (as a translated text message, with a "real voice" audio option) or as an SMS text message. Suppose, also, that you could set up a group of people, and whenever you wanted to, you could send them all one voice/text/email message. (Suppose this group were all the students in your class, or all the instructors at your program, who have either a land line or cell phone.) Such a free service exists. (There may be more than one, but I only know of one.) If you would like to know what it is, here's the catch: you have to email me (djrosen at comcast.net) at least one idea of how you would use this with students. Then I will email you the URL for the free service. I am not promoting this service particularly (although I do think it could be useful.) What I am trying to do is to use the collective intelligence, imagination and experience of subscribers on this list to collect ideas about how to use such a technology. I will compile whatever I get and send a summary back to this list. If you want to know the Web address, send me -- not the Technology list -- your idea(s) about how to use this service with your basic literacy, ESOL, ABE, ASE, or college transition students, students -- in a face-to-face or on-line setting. David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071015/b170a3bf/attachment.html From dwilliams52 at sbcglobal.net Mon Oct 15 16:28:31 2007 From: dwilliams52 at sbcglobal.net (David Williams) Date: Mon, 15 Oct 2007 13:28:31 -0700 (PDT) Subject: [Technology 1354] Re: Send your students a phone message, yourself a reminder, or.... In-Reply-To: Message-ID: <396353.50248.qm@web83511.mail.sp1.yahoo.com> David, I am interested in utilizing the voicemail to email service. As an administrator at my school I would use it most often to communicate with my staff, however I can see where it could be a valuable administrative tool for use with students. As an example, if we had an instructor call in sick for one of the evening classes we could send a message to those students effected by the teacher's absence and save them the trouble to driving to the school to find out the class was cancelled for the day. Dave Williams Assistant Principal Beaumont Adult School "David J. Rosen" wrote: Technology colleagues, Suppose there were a free service that enabled you -- from a cell phone or a land line -- to send up to a 30-second voice message to yourself, or to anyone you had listed in an address book that you had created for this purpose. Suppose your students could send messages this way, too, from their phones. Suppose when you called the toll-free number (U.S. and Canada only) it said "Hi (your name), who do you want to send a message to? " Suppose you then said the person's name (or "me" for sending yourself reminders). Then, suppose you spoke your brief message. Then, in a few minutes, suppose the message were sent to an e-mail address (as a translated text message, with a "real voice" audio option) or as an SMS text message. Suppose, also, that you could set up a group of people, and whenever you wanted to, you could send them all one voice/text/email message. (Suppose this group were all the students in your class, or all the instructors at your program, who have either a land line or cell phone.) Such a free service exists. (There may be more than one, but I only know of one.) If you would like to know what it is, here's the catch: you have to email me (djrosen at comcast.net) at least one idea of how you would use this with students. Then I will email you the URL for the free service. I am not promoting this service particularly (although I do think it could be useful.) What I am trying to do is to use the collective intelligence, imagination and experience of subscribers on this list to collect ideas about how to use such a technology. I will compile whatever I get and send a summary back to this list. If you want to know the Web address, send me -- not the Technology list -- your idea(s) about how to use this service with your basic literacy, ESOL, ABE, ASE, or college transition students, students -- in a face-to-face or on-line setting. David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to dwilliams52 at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071015/f9ad1539/attachment.html From djrosen at comcast.net Thu Oct 18 17:50:28 2007 From: djrosen at comcast.net (David J. Rosen) Date: Thu, 18 Oct 2007 17:50:28 -0400 Subject: [Technology 1355] Send your students a phone message, yourself a reminder, or.... In-Reply-To: References: Message-ID: <44315131-24B1-4388-B458-22A017F5BF3A@comcast.net> Technology colleagues, A few days ago I posted the request below, and I have already received nine great ideas. If you would like the Web address for this free resource, please email me your idea. (It gets harder now -- you'll have to send me a different idea from those that are posted below.) I will then email you the URL. Thanks to: Bonnie Odorne, Tina Luffman, Jennifer Davis, Wendy Quinones, and Barry Bakin for the nine ideas. David J. Rosen djrosen at comcast.net On Oct 15, 2007, I wrote: > Suppose there were a free service that enabled you -- from a cell > phone or a land line -- to send up to a 30-second voice message to > yourself, or to anyone you had listed in an address book that you > had created for this purpose. Suppose your students could send > messages this way, too, from their phones. Suppose when you called > the toll-free number (U.S. and Canada only) it said "Hi (your > name), who do you want to send a message to? " Suppose you then > said the person's name (or "me" for sending yourself reminders). > Then, suppose you spoke your brief message. Then, in a few minutes, > suppose the message were sent to an e-mail address (as a translated > text message, with a "real voice" audio option) or as an SMS text > message. Suppose, also, that you could set up a group of people, > and whenever you wanted to, you could send them all one voice/text/ > email message. (Suppose this group were all the students in your > class, or all the instructors at your program, who have either a > land line or cell phone.) > > Such a free service exists. (There may be more than one, but I only > know of one.) If you would like to know what it is, here's the > catch: you have to email me (djrosen at comcast.net) at least one idea > of how you would use this with students. Then I will email you the > URL for the free service. I am not promoting this service > particularly (although I do think it could be useful.) What I am > trying to do is to use the collective intelligence, imagination and > experience of subscribers on this list to collect ideas about how > to use such a technology. I will compile whatever I get and send a > summary back to this list. > > If you want to know the Web address, send me -- not the Technology > list -- your idea(s) about how to use this service with your basic > literacy, ESOL, ABE, ASE, or college transition students, students > -- in a face-to-face or on-line setting. Nine Ideas Use the telephone-to text message feature to: Remind students of writing center appointments Do an all points to a class talking about a glitch in a web-based assignment. Before an orientation send new students a message as to where our classroom is located, what paperwork to bring and so on. Send messages to students who have been absent all week to contact me and let me know if they will be back to class next week. Encourage them to come back and let them know they could call me to let me know about any problems they were having. Communicate with the teachers I work with as a professional developer and Demonstrate the service to these teachers, so they could then use it with their students. Send a message in the evening announcing what topics we'll be covering in class the next day. Give an assignment. Those who do it would receive a prize or incentive. Possible assignments might include finding someone close to them and interacting with them using spoken English. They would have to record the response and some details about the interaction (with whom, when, response, etc.) to get credit. The message would be something related to a grammar point or something else we've studied in class. For example, if we've been working on comparatives, the assignment might be "Talk to the first person you see in English. Introduce yourself and ask them if you can ask them a question as part of your homework for your English class. Your question for today is "Do you prefer visiting Disneyland or Sea World and why?" Offer a mini-vocabulary lesson like a "word of the day" message, and then a challenge to call back and use the word in a sentence as part of their conversation with me. Listening tasks. Send a message with several instructions related to a task. Those who successfully complete the task get a prize. "Call this 800 number United Airlines and use the automated system for flight arrivals to find the expected time of arrival of flight 1450" -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071018/20dc70f8/attachment.html From MCalhoun at dallasisd.org Mon Oct 22 15:04:40 2007 From: MCalhoun at dallasisd.org (Marilyn Calhoun) Date: Mon, 22 Oct 2007 14:04:40 -0500 Subject: [Technology 1356] Re: Send your students a phone message, yourself a reminder, or.... In-Reply-To: <44315131-24B1-4388-B458-22A017F5BF3A@comcast.net> References: <44315131-24B1-4388-B458-22A017F5BF3A@comcast.net> Message-ID: <471CADF80200009E0001872F@gwia01.dallasisd.org> Hi David Idea-I would use the phone message system to communicate any new revisions to modules which GED Academy instructors are teaching concurrently at different sites. It would provide immediate implementation of instruction consistently at all sites. Marilyn Calhoun MCalhoun at Dallasisd.org Marilyn Calhoun North GREAT Center,Dallas ISD/ABE Lead Trainer 5000 S. Malcolm X Blvd. Dallas, Texas 75215 Phone: 972-749-2637 >>> "David J. Rosen" 10/18/2007 4:50 PM >>> Technology colleagues, A few days ago I posted the request below, and I have already received nine great ideas. If you would like the Web address for this free resource, please email me your idea. (It gets harder now -- you'll have to send me a different idea from those that are posted below.) I will then email you the URL. Thanks to: Bonnie Odorne, Tina Luffman, Jennifer Davis, Wendy Quinones, and Barry Bakin for the nine ideas. David J. Rosen djrosen at comcast.net On Oct 15, 2007, I wrote: Suppose there were a free service that enabled you -- from a cell phone or a land line -- to send up to a 30-second voice message to yourself, or to anyone you had listed in an address book that you had created for this purpose. Suppose your students could send messages this way, too, from their phones. Suppose when you called the toll-free number (U.S. and Canada only) it said "Hi (your name), who do you want to send a message to? " Suppose you then said the person's name (or "me" for sending yourself reminders). Then, suppose you spoke your brief message. Then, in a few minutes, suppose the message were sent to an e-mail address (as a translated text message, with a "real voice" audio option) or as an SMS text message. Suppose, also, that you could set up a group of people, and whenever you wanted to, you could send them all one voice/text/email message. (Suppose this group were all the students in your class, or all the instructors at your program, who have either a land line or cell phone.) Such a free service exists. (There may be more than one, but I only know of one.) If you would like to know what it is, here's the catch: you have to email me (djrosen at comcast.net) at least one idea of how you would use this with students. Then I will email you the URL for the free service. I am not promoting this service particularly (although I do think it could be useful.) What I am trying to do is to use the collective intelligence, imagination and experience of subscribers on this list to collect ideas about how to use such a technology. I will compile whatever I get and send a summary back to this list. If you want to know the Web address, send me -- not the Technology list -- your idea(s) about how to use this service with your basic literacy, ESOL, ABE, ASE, or college transition students, students -- in a face-to-face or on-line setting. Nine Ideas Use the telephone-to text message feature to:Remind students of writing center appointmentsDo an all points to a class talking about a glitch in a web-based assignment. Before an orientation send new students a message as to where our classroom is located, what paperwork to bring and so on.Send messages to students who have been absent all week to contact me and let me know if they will be back to class next week. Encourage them to come back and let them know they could call me to let me know about any problems they were having. Communicate with the teachers I work with as a professional developer andDemonstrate the service to these teachers, so they could then use it with their students.Send a message in the evening announcing what topics we'll be covering in class the next day.Give an assignment. Those who do it would receive a prize or incentive. Possible assignments might include finding someone close to them and interacting with them using spoken English. They would have to record the response and some details about the interaction (with whom, when, response, etc.) to get credit. The message would be something related to a grammar point or something else we've studied in class. For example, if we've been working on comparatives, the assignment might be "Talk to the first person you see in English. Introduce yourself and ask them if you can ask them a question as part of your homework for your English class. Your question for today is "Do you prefer visiting Disneyland or Sea World and why?"Offer a mini-vocabulary lesson like a "word of the day" message, and then a challenge to call back and use the word in a sentence as part of their conversation with me.Listening tasks. Send a message with several instructions related to a task. Those who successfully complete the task get a prize. "Call this 800 number United Airlines and use the automated system for flight arrivals to find the expected time of arrival of flight 1450" -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071022/30530f57/attachment.html From MMaralit at NIFL.gov Wed Oct 24 16:11:02 2007 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Wed, 24 Oct 2007 16:11:02 -0400 Subject: [Technology 1357] NEW: News and Notes from the National Institute for Literacy Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C4DF4@wdcrobe2m03.ed.gov> October 24, 2007 Welcome News and Notes from the National Institute for Literacy: The National Institute for Literacy this week welcomed its Advisory Board. Our 10-member, presidentially appointed Board met in Washington, DC on Tuesday, October 23 and on Wednesday, October 24. The U.S. Department of Education's Office of Vocational and Adult Education (OVAE) hosted day one of the two-day meeting. And on Wednesday, the meeting was convened at the Institute's headquarters. On Tuesday, October 23, I shared with the Board highlights and accomplishments of the Institute's 2006-2007 fiscal year in my Director's Report. I am pleased to share a copy with you as an attachment to this email. The report is also available at: http://www.nifl.gov/nifl/publications/directors_report07.pdf. WHAT'S NEW AT THE INSTITUTE * Now Available-Adolescent Literacy Report: On October 23, the Institute issued "What Content-Area Teachers Should Know About Adolescent Literacy," a 61-page report developed by an Interagency working group comprised of the U.S. Department of Education's Office of Vocational and Adult Education, the National Institute of Child Health and Human Development, and the National Institute for Literacy. The report is designed to support the needs of middle and high school classroom teachers, administrators and parents in search of basic information about how to build the reading and writing skills of adolescents. To download the report: http://www.nifl.gov/nifl/publications/adolescent_literacy07.pdf. * Take part in a Survey on PD: The Institute's Regional Resource Center grantees are conducting an online survey on the professional development needs of adult education practitioners across the country. The Professional Development Needs Assessment survey was released in August 2007 and will conclude on November 9. Survey results will help inform the Institute and its Literacy Information and Communications System (LINCS) Regional Resource Centers about the dissemination of materials and training products it produces; and help identify new professional development resources needed in the field. To access the survey: http://www.nifl.gov/nifl/news_events/PDsurvey07.html * National Ad Placement: Look for the Institute's "Literacy Begins at Home" full-page color advertisement in the November issue of Essence, the premier lifestyle magazine for African-American women. Through its new partnership with Essence and the ESSENCE CARES national mentoring initiative, the Institute is creating literacy awareness and providing expert resources to parents and the magazine's 1.5 million subscribers. This national ad placement, a first for the Institute, carries the slogan-"Literacy Begins at Home: Give Your Children the Gift of a Lifetime.... Teach them to Read." The Institute's insert for parents, released in time for the start of the school year, was also distributed in Essence. The insert, a handy checklist for parents of toddlers through third graders, provided information about literacy, reading, and the Institute to 1.5 million subscribers, households, and readers! To download a copy of the insert: http://www.nifl.gov/nifl/news_events/essence_insert.html. ---------------------------------------------------------------------------- --------- NOTE: For the latest news, updates and publications, subscribe to the National Institute for Literacy's Announcement List: http://www.nifl.gov/mailman/listinfo/announce As of October 24, 2007, the Institute has started a new list to share information about new and on-going programs and projects, we invite you to subscribe to subscribe to this list. If you have any questions or comments, please email info at nifl.gov. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071024/deff5b21/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: directors_report07.pdf Type: application/octet-stream Size: 146633 bytes Desc: directors_report07.pdf Url : http://www.nifl.gov/pipermail/technology/attachments/20071024/deff5b21/attachment.obj From djrosen at comcast.net Thu Oct 25 20:39:14 2007 From: djrosen at comcast.net (David J. Rosen) Date: Thu, 25 Oct 2007 20:39:14 -0400 Subject: [Technology 1358] New technology skills for living in a democracy Message-ID: <87AE0A77-4642-4136-8991-FE4C40713CC2@comcast.net> Technology Colleagues, The ability to video record yourself may now be an essential tool to make your voice heard -- and seen -- in our democratic process. You may be aware that YouTube has been providing opportunities for ordinary people to make short videos, post them, and perhaps to have them selected for presidential candidate debates. http://youtube.com/debates Now, former Vice President, Al Gore, has created Viewpoints http://current.com/viewpoints which he describes as follows: "Viewpoints is a virtual town hall where you can share your opinions, in video, about the issues that matter in the 2008 election: from global warming to government eavesdropping, and many more. This digital town hall is already bustling, and you can find viewpoints from me and from a lot of people, including the candidates running for President. Come and listen to their positions and, more importantly, tell them and the rest of the world what you think!" http://current.com/viewpoints Is making short digital videos a new technology competency for participating in the democratic process? Should we be teaching students how to make digital videos and how to upload them to Web sites? Should we also be teaching students how to use telephones and email to contact candidates' campaigns to make their concerns known? In a democracy is this a new basic communication skill? David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071025/e5ba2c5e/attachment.html From mjackson23 at student.gsu.edu Fri Oct 26 13:45:58 2007 From: mjackson23 at student.gsu.edu (Mary Alice Jackson) Date: Fri, 26 Oct 2007 13:45:58 -0400 Subject: [Technology 1359] Role reversals for older adults acquiring technology skills Message-ID: <1193420758.c66abccmjackson23@student.gsu.edu> I'm interested in any research that has been conducted looking at role reversals with older adults learning to use technology. Traditionally, we have seen adults teaching children whether in formal settings or informal settings. With technology (VCR, DVD players, digital cameras, cell phones, computers, etc.), we often see the reverse i.e., children are teaching adults. I've observed this with a number of family and friends over 50 (including myself sometimes). A 65-year old friend of mine asked me a question about a new cell phone she recently purchased and shared with me that Kristen (a 12 or 13-year old) had set it up for her. During one season of American Idol, I called a friend of mine to ask her how to text my vote in. She replied, "I don't know. I have my 12-year old nephew do it for me!" So, with that said, has anyone come across research conducted in this area? Thanks. Mary Mary From george.demetrion at lvgh.org Fri Oct 26 14:01:41 2007 From: george.demetrion at lvgh.org (George Demetrion) Date: Fri, 26 Oct 2007 14:01:41 -0400 Subject: [Technology 1360] Re: Role reversals for older adults acquiringtechnology skills In-Reply-To: <1193420758.c66abccmjackson23@student.gsu.edu> Message-ID: <681A95205B5ACB4AAD697401486AE71212C2DE@hal9000.lvgh.prv> Hi Mary, No research, but a case in point. A woman in her mid 60s entered our Basic Literacy program this fall, reading at a very low level. She then referred her daughter to the same program who reads at a much higher level. Here's the kicker. This woman's 11 year old daughter comes and acts as one of our computer-lab volunteers and she is very good. In addition she will be co-tutoring our math elective. This was a new one even for me. George Demetrion George Demetrion Director of Program Operations Literacy Volunteers of Greater Hartford 30 Arbor Street Hartford, CT 06106 (860) 233-3853 George.Demetrion at lvgh.org www.lvgh.org TEACH. LEARN. GROW. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mary Alice Jackson Sent: Friday, October 26, 2007 1:46 PM To: technology at nifl.gov Subject: [Technology 1359] Role reversals for older adults acquiringtechnology skills I'm interested in any research that has been conducted looking at role reversals with older adults learning to use technology. Traditionally, we have seen adults teaching children whether in formal settings or informal settings. With technology (VCR, DVD players, digital cameras, cell phones, computers, etc.), we often see the reverse i.e., children are teaching adults. I've observed this with a number of family and friends over 50 (including myself sometimes). A 65-year old friend of mine asked me a question about a new cell phone she recently purchased and shared with me that Kristen (a 12 or 13-year old) had set it up for her. During one season of American Idol, I called a friend of mine to ask her how to text my vote in. She replied, "I don't know. I have my 12-year old nephew do it for me!" So, with that said, has anyone come across research conducted in this area? Thanks. Mary Mary ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to george.demetrion at lvgh.org From mjackson23 at student.gsu.edu Fri Oct 26 14:07:20 2007 From: mjackson23 at student.gsu.edu (Mary Alice Jackson) Date: Fri, 26 Oct 2007 14:07:20 -0400 Subject: [Technology 1361] Re: Role reversals for older adults acquiringtechnology skills Message-ID: <1193422040.a73abacmjackson23@student.gsu.edu> Thanks George. I don't know which is more impressive - the 11-year as the computer lab volunteer and co-author of the math elective or the fact that someone in their mid-60's has an eleven year old child! Nevertheless, thanks for sharing your experience! -----Original Message----- From: "George Demetrion" To: "The Technology and Literacy Discussion List" Date: Fri, 26 Oct 2007 14:01:41 -0400 Subject: [Technology 1360] Re: Role reversals for older adults acquiringtechnology skills Hi Mary, No research, but a case in point. A woman in her mid 60s entered our Basic Literacy program this fall, reading at a very low level. She then referred her daughter to the same program who reads at a much higher level. Here's the kicker. This woman's 11 year old daughter comes and acts as one of our computer-lab volunteers and she is very good. In addition she will be co-tutoring our math elective. This was a new one even for me. George Demetrion George Demetrion Director of Program Operations Literacy Volunteers of Greater Hartford 30 Arbor Street Hartford, CT 06106 (860) 233-3853 George.Demetrion at lvgh.org www.lvgh.org TEACH. LEARN. GROW. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mary Alice Jackson Sent: Friday, October 26, 2007 1:46 PM To: technology at nifl.gov Subject: [Technology 1359] Role reversals for older adults acquiringtechnology skills I'm interested in any research that has been conducted looking at role reversals with older adults learning to use technology. Traditionally, we have seen adults teaching children whether in formal settings or informal settings. With technology (VCR, DVD players, digital cameras, cell phones, computers, etc.), we often see the reverse i.e., children are teaching adults. I've observed this with a number of family and friends over 50 (including myself sometimes). A 65-year old friend of mine asked me a question about a new cell phone she recently purchased and shared with me that Kristen (a 12 or 13-year old) had set it up for her. During one season of American Idol, I called a friend of mine to ask her how to text my vote in. She replied, "I don't know. I have my 12-year old nephew do it for me!" So, with that said, has anyone come across research conducted in this area? Thanks. Mary Mary ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to george.demetrion at lvgh.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mjackson23 at student.gsu.edu Mary From livelyj at cochise.edu Sat Oct 27 09:51:56 2007 From: livelyj at cochise.edu (Lively, Jim) Date: Sat, 27 Oct 2007 06:51:56 -0700 Subject: [Technology 1362] Re: Role reversals for older adultsacquiringtechnology skills References: <1193422040.a73abacmjackson23@student.gsu.edu> Message-ID: <7662747C632E954486599D68C41EBDF605B583C4@jabba.cochise.edu> Yeah, good for all of us more experienced folks! I'll be 60 next year and am having the time of my life watching my 5-year old daughter perform her computer magic. She informed me a couple of months ago that she needed a new mouse, something smaller that would fit her hand better. I took her to Offfice Max and she picked out the one she wanted. She just zips around the desktop with her little mouse, opens, expands, zips, and zaps. She hasn't learned the right-click finctions, yet. Guess that will come with time. Her kindergarten class goes to the computer lab once a week and they are all getting with the technology. So much so that she came to me a short time back asking for a faster computer. She also informed me that she'd really like a digital camera because it takes too long to get the pictures back from her (pink, Princess) 35mm camera. Sweet and wonderful. I have read about these "Digital natives" for a couple of years, but it didn't really hit home 'til I watched my own little one do her thing. I know I'll find it impossible staying ahead of her. Just hope I can keep up with her for a few more years. Jim ________________________________ From: technology-bounces at nifl.gov on behalf of Mary Alice Jackson Sent: Fri 10/26/2007 11:07 AM To: technology at nifl.gov Subject: [Technology 1361] Re: Role reversals for older adultsacquiringtechnology skills Thanks George. I don't know which is more impressive - the 11-year as the computer lab volunteer and co-author of the math elective or the fact that someone in their mid-60's has an eleven year old child! Nevertheless, thanks for sharing your experience! -----Original Message----- From: "George Demetrion" To: "The Technology and Literacy Discussion List" Date: Fri, 26 Oct 2007 14:01:41 -0400 Subject: [Technology 1360] Re: Role reversals for older adults acquiringtechnology skills Hi Mary, No research, but a case in point. A woman in her mid 60s entered our Basic Literacy program this fall, reading at a very low level. She then referred her daughter to the same program who reads at a much higher level. Here's the kicker. This woman's 11 year old daughter comes and acts as one of our computer-lab volunteers and she is very good. In addition she will be co-tutoring our math elective. This was a new one even for me. George Demetrion George Demetrion Director of Program Operations Literacy Volunteers of Greater Hartford 30 Arbor Street Hartford, CT 06106 (860) 233-3853 George.Demetrion at lvgh.org www.lvgh.org TEACH. LEARN. GROW. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mary Alice Jackson Sent: Friday, October 26, 2007 1:46 PM To: technology at nifl.gov Subject: [Technology 1359] Role reversals for older adults acquiringtechnology skills I'm interested in any research that has been conducted looking at role reversals with older adults learning to use technology. Traditionally, we have seen adults teaching children whether in formal settings or informal settings. With technology (VCR, DVD players, digital cameras, cell phones, computers, etc.), we often see the reverse i.e., children are teaching adults. I've observed this with a number of family and friends over 50 (including myself sometimes). A 65-year old friend of mine asked me a question about a new cell phone she recently purchased and shared with me that Kristen (a 12 or 13-year old) had set it up for her. During one season of American Idol, I called a friend of mine to ask her how to text my vote in. She replied, "I don't know. I have my 12-year old nephew do it for me!" So, with that said, has anyone come across research conducted in this area? Thanks. Mary Mary ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to george.demetrion at lvgh.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mjackson23 at student.gsu.edu Mary ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to livelyj at cochise.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 6824 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20071027/52824368/attachment.bin From strpat at yahoo.com Sat Oct 27 08:33:50 2007 From: strpat at yahoo.com (Pat Strezo) Date: Sat, 27 Oct 2007 05:33:50 -0700 (PDT) Subject: [Technology 1362] Re: Role reversals for older adults acquiringtechnology skills In-Reply-To: <1193422040.a73abacmjackson23@student.gsu.edu> Message-ID: <228551.9348.qm@web30012.mail.mud.yahoo.com> Hi: I coordinate a computer literacy program for seniors 55 yrs. and older. When traditional students want to give of their time to assist my first question to them is, "How did you learn a PC." Naturally, most can not answer that. Then I ask them if they know how to knit, if not, I ask if someone in their family does and usually there is someone. I ask them to spend time to learn to knit and come back and we will discuss it. When they do, they tell me how hard it was and confusing. I then explain to them that is how difficult it is for some adult learners whose last formal education was over 60 + yrs. ago, to understand the PC and eye hand coordination. What has worked for these students has been comparisons to other skills, desktop of a PC, holds all the items (Icons) to operate the PC and software programs - just like a desktop in an office (typewritter, pens, paper etc) Of course sometimes I have to help the younger person by explaining what offices of the 1950's - 60's were like. Also, what it took to fix a holiday meal without a microwave etc. Hope this helps Pat Strezo Educational Coordinator Capitol Region RSVP pat at capitolregionrsvp.org Mary Alice Jackson wrote: Thanks George. I don't know which is more impressive - the 11-year as the computer lab volunteer and co-author of the math elective or the fact that someone in their mid-60's has an eleven year old child! Nevertheless, thanks for sharing your experience! -----Original Message----- From: "George Demetrion" To: "The Technology and Literacy Discussion List" Date: Fri, 26 Oct 2007 14:01:41 -0400 Subject: [Technology 1360] Re: Role reversals for older adults acquiringtechnology skills Hi Mary, No research, but a case in point. A woman in her mid 60s entered our Basic Literacy program this fall, reading at a very low level. She then referred her daughter to the same program who reads at a much higher level. Here's the kicker. This woman's 11 year old daughter comes and acts as one of our computer-lab volunteers and she is very good. In addition she will be co-tutoring our math elective. This was a new one even for me. George Demetrion George Demetrion Director of Program Operations Literacy Volunteers of Greater Hartford 30 Arbor Street Hartford, CT 06106 (860) 233-3853 George.Demetrion at lvgh.org www.lvgh.org TEACH. LEARN. GROW. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mary Alice Jackson Sent: Friday, October 26, 2007 1:46 PM To: technology at nifl.gov Subject: [Technology 1359] Role reversals for older adults acquiringtechnology skills I'm interested in any research that has been conducted looking at role reversals with older adults learning to use technology. Traditionally, we have seen adults teaching children whether in formal settings or informal settings. With technology (VCR, DVD players, digital cameras, cell phones, computers, etc.), we often see the reverse i.e., children are teaching adults. I've observed this with a number of family and friends over 50 (including myself sometimes). A 65-year old friend of mine asked me a question about a new cell phone she recently purchased and shared with me that Kristen (a 12 or 13-year old) had set it up for her. During one season of American Idol, I called a friend of mine to ask her how to text my vote in. She replied, "I don't know. I have my 12-year old nephew do it for me!" So, with that said, has anyone come across research conducted in this area? Thanks. Mary Mary ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to george.demetrion at lvgh.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mjackson23 at student.gsu.edu Mary ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to strpat at yahoo.com __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071027/add4322c/attachment.html From mjackson23 at student.gsu.edu Sat Oct 27 12:58:12 2007 From: mjackson23 at student.gsu.edu (Mary Alice Jackson) Date: Sat, 27 Oct 2007 12:58:12 -0400 Subject: [Technology 1363] Re: Role reversals for older adultsacquiringtechnology skills Message-ID: <1193504292.cb6e4d4mjackson23@student.gsu.edu> Thanks Jim for sharing! If you are ever looking to adopt a grandchild, I'm available! -----Original Message----- From: "Lively, Jim" To: "The Technology and Literacy Discussion List" Date: Sat, 27 Oct 2007 06:51:56 -0700 Subject: [Technology 1362] Re: Role reversals for older adultsacquiringtechnology skills This is a multi-part message in MIME format. ------_?extPart_001_01C818A0.899F7F7D Content-Type: text/plain; charset2so-8859-1" Content-Transfer-Encoding: quoted-printable Yeah, good for all of us more experienced folks! I'll be 60 next year and am having the time of my life watching my 5-year old daughter perform her computer magic. She informed me a couple of months ago that she needed a new mouse, something smaller that would fit her hand better. I took her to Offfice Max and she picked out the one she wanted. She just zips around the desktop with her little mouse, opens, expands, zips, and zaps. She hasn't learned the right-click finctions, yet. Guess that will come with time. Her kindergarten class goes to the computer lab once a week and they are all getting with the technology. So much so that she came to me a short time back asking for a faster computer. She also informed me that she'd really like a digital camera because it takes too long to get the pictures back from her (pink, Princess) 35mm camera. Sweet and wonderful. I have read about these "Digital natives" for a couple of years, but it didn't really hit home 'til I watched my own little one do her thing. I know I'll find it impossible staying ahead of her. Just hope I can keep up with her for a few more years. Jim ________________________________ From: technology-bounces at nifl.gov on behalf of Mary Alice Jackson Sent: Fri 10/26/2007 11:07 AM To: technology at nifl.gov Subject: [Technology 1361] Re: Role reversals for older adultsacquiringtechnology skills Thanks George. I don't know which is more impressive - the 11-year as the computer lab volunteer and co-author of the math elective or the fact that someone in their mid-60's has an eleven year old child! Nevertheless, thanks for sharing your experience! -----Original Message----- From: "George Demetrion" To: "The Technology and Literacy Discussion List" Date: Fri, 26 Oct 2007 14:01:41 -0400 Subject: [Technology 1360] Re: Role reversals for older adults acquiringtechnology skills Hi Mary, No research, but a case in point. A woman in her mid 60s entered our Basic Literacy program this fall, reading at a very low level. She then referred her daughter to the same program who reads at a much higher level. Here's the kicker. This woman's 11 year old daughter comes and acts as one of our computer-lab volunteers and she is very good. In addition she will be co-tutoring our math elective. This was a new one even for me. George Demetrion George Demetrion Director of Program Operations Literacy Volunteers of Greater Hartford 30 Arbor Street Hartford, CT 06106 (860) 233-3853 George.Demetrion at lvgh.org www.lvgh.org TEACH. LEARN. GROW. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mary Alice Jackson Sent: Friday, October 26, 2007 1:46 PM To: technology at nifl.gov Subject: [Technology 1359] Role reversals for older adults acquiringtechnology skills I'm interested in any research that has been conducted looking at role reversals with older adults learning to use technology. Traditionally, we have seen adults teaching children whether in formal settings or informal settings. With technology (VCR, DVD players, digital cameras, cell phones, computers, etc.), we often see the reverse i.e., children are teaching adults. I've observed this with a number of family and friends over 50 (including myself sometimes). A 65-year old friend of mine asked me a question about a new cell phone she recently purchased and shared with me that Kristen (a 12 or 13-year old) had set it up for her. During one season of American Idol, I called a friend of mine to ask her how to text my vote in. She replied, "I don't know. I have my 12-year old nephew do it for me!" So, with that said, has anyone come across research conducted in this area? Thanks. Mary Mary ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to george.demetrion at lvgh.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mjackson23 at student.gsu.edu Mary ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to livelyj at cochise.edu ------_?extPart_001_01C818A0.899F7F7D Content-Type: 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for older adults acquiringtechnology skills Message-ID: <1193504720.cb6e4d4mjackson23@student.gsu.edu> Thanks Pat! The knitting lesson is a great idea! I like your comparisons too. Teaching 55+ adults is different. I spent 30 years in the computer industry prior to going back to school but hooking us my DVD player to my TIVO is causing me fits! I need to borrow one of my neighbor's kids! -----Original Message----- From: Pat Strezo To: The Technology and Literacy Discussion List Date: Sat, 27 Oct 2007 05:33:50 -0700 (PDT) Subject: [Technology 1362] Re: Role reversals for older adults acquiringtechnology skills Hi: I coordinate a computer literacy program for seniors 55 yrs. and older. When traditional students want to give of their time to assist my first question to them is, "How did you learn a PC." Naturally, most can not answer that. Then I ask them if they know how to knit, if not, I ask if someone in their family does and usually there is someone. I ask them to spend time to learn to knit and come back and we will discuss it. When they do, they tell me how hard it was and confusing. I then explain to them that is how difficult it is for some adult learners whose last formal education was over 60 + yrs. ago, to understand the PC and eye hand coordination. What has worked for these students has been comparisons to other skills, desktop of a PC, holds all the items (Icons) to operate the PC and software programs - just like a desktop in an office (typewritter, pens, paper etc) Of course sometimes I have to help the younger person by explaining what offices of the 1950's - 60's were like. Also, what it took to fix a holiday meal without a microwave etc. Hope this helps Pat Strezo Educational Coordinator Capitol Region RSVP pat at capitolregionrsvp.org Mary Alice Jackson wrote: Thanks George. I don't know which is more impressive - the 11-year as the computer lab volunteer and co-author of the math elective or the fact that someone in their mid-60's has an eleven year old child! Nevertheless, thanks for sharing your experience! -----Original Message----- From: "George Demetrion" To: "The Technology and Literacy Discussion List" Date: Fri, 26 Oct 2007 14:01:41 -0400 Subject: [Technology 1360] Re: Role reversals for older adults acquiringtechnology skills Hi Mary, No research, but a case in point. A woman in her mid 60s entered our Basic Literacy program this fall, reading at a very low level. She then referred her daughter to the same program who reads at a much higher level. Here's the kicker. This woman's 11 year old daughter comes and acts as one of our computer-lab volunteers and she is very good. In addition she will be co-tutoring our math elective. This was a new one even for me. George Demetrion George Demetrion Director of Program Operations Literacy Volunteers of Greater Hartford 30 Arbor Street Hartford, CT 06106 (860) 233-3853 George.Demetrion at lvgh.org www.lvgh.org TEACH. LEARN. GROW. -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mary Alice Jackson Sent: Friday, October 26, 2007 1:46 PM To: technology at nifl.gov Subject: [Technology 1359] Role reversals for older adults acquiringtechnology skills I'm interested in any research that has been conducted looking at role reversals with older adults learning to use technology. Traditionally, we have seen adults teaching children whether in formal settings or informal settings. With technology (VCR, DVD players, digital cameras, cell phones, computers, etc.), we often see the reverse i.e., children are teaching adults. I've observed this with a number of family and friends over 50 (including myself sometimes). A 65-year old friend of mine asked me a question about a new cell phone she recently purchased and shared with me that Kristen (a 12 or 13-year old) had set it up for her. During one season of American Idol, I called a friend of mine to ask her how to text my vote in. She replied, "I don't know. I have my 12-year old nephew do it for me!" So, with that said, has anyone come across research conducted in this area? Thanks. Mary Mary ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to george.demetrion at lvgh.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mjackson23 at student.gsu.edu Mary ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to strpat at yahoo.com __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com Mary From djrosen at comcast.net Sat Oct 27 19:17:10 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 27 Oct 2007 19:17:10 -0400 Subject: [Technology 1365] Media Library of Teaching Skills Message-ID: <1BB3689A-BB68-4D01-9B2E-5FCFC26EC3B9@comcast.net> Colleagues, The Media Library of Teaching Skills (MLoTS) project, a free Web- based library of short digital videos of adult education classrooms and tutorials, now has three MLoTS-created reading and numeracy videos and over 30 other videos, including those from: ? NCAL/ILI Professional Development Kit (ESOL and basic literacy tutoring) ? NCAL/ILI Captured Wisdom (integrating technology), ? OTAN (integrating technology) and ? CLESE (an informal assessment to capture what low-literate ESOL learners can and cannot do with literacy) I hope you will take a look. If you know of other good classroom or tutoring short videos in digital form, please let me know. I am hoping that MLoTS will become a large, "one-stop" collection for adult literacy education classroom videos. David J. Rosen djrosen at comcast.net From djrosen at comcast.net Sat Oct 27 22:42:03 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 27 Oct 2007 22:42:03 -0400 Subject: [Technology 1366] Media Library of Teaching Skills In-Reply-To: <1BB3689A-BB68-4D01-9B2E-5FCFC26EC3B9@comcast.net> References: <1BB3689A-BB68-4D01-9B2E-5FCFC26EC3B9@comcast.net> Message-ID: ...and the web address for MLoTS is: http://www.mlots.org David J. Rosen djrosen at comcast.net On Oct 27, 2007, at 7:17 PM, David J. Rosen wrote: > Colleagues, > > The Media Library of Teaching Skills (MLoTS) project, a free Web- > based library of short digital videos of adult education classrooms > and tutorials, now has three MLoTS-created reading and numeracy > videos and over 30 other videos, including those from: > > ? NCAL/ILI Professional Development Kit (ESOL and basic literacy > tutoring) > ? NCAL/ILI Captured Wisdom (integrating technology), > ? OTAN (integrating technology) > and > ? CLESE (an informal assessment to capture what low-literate ESOL > learners can and cannot do with literacy) > > I hope you will take a look. If you know of other good classroom or > tutoring short videos in digital form, please let me know. I am > hoping that MLoTS will become a large, "one-stop" collection for > adult literacy education classroom videos. > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Adult Literacy Professional Development mailing list > professionaldevelopment at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/professionaldevelopment > > Email delivered to djrosen at comcast.net > > Adult Literacy Professional Development List - Topic-of-the-Month- > http://wiki.literacytent.org/index.php/Topic-of-the-Month > > Project-Based Learning as Professional Development - Guest > Discussion Archives > http://wiki.literacytent.org/index.php/Project- > Based_Learning_as_Professional_Development > > Professional Development section of the Adult Literacy Education Wiki > http://wiki.literacytent.org/index.php/ > Adult_Literacy_Professional_Development From bholland at lawrence.k12.ma.us Mon Oct 29 15:18:14 2007 From: bholland at lawrence.k12.ma.us (Bernadette Holland) Date: Mon, 29 Oct 2007 15:18:14 -0400 Subject: [Technology 1367] Re: New technology skills for living in a democracy Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071029/cf0d0a17/attachment.html From LaFerlazzo at aol.com Mon Oct 29 22:45:02 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Mon, 29 Oct 2007 22:45:02 EDT Subject: [Technology 1367] Re: New Website Address Message-ID: Hi, Everybody, I wanted to let everyone know that my website, which has over 7,000 categorized links specifically for English Language Learners, now has a new url. It's: _http://larryferlazzo.com/english.html_ (http://larryferlazzo.com/english.html) Larry Ferlazzo _http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071029/84336b41/attachment.html From joan at ipns.com Mon Oct 29 16:06:05 2007 From: joan at ipns.com (Joan Medlen) Date: Mon, 29 Oct 2007 13:06:05 -0700 Subject: [Technology 1368] Re: New technology skills for living in a democracy In-Reply-To: References: Message-ID: <6.0.0.22.2.20071029130539.02cf00f0@mail.ipns.com> At 12:18 PM 10/29/2007, you wrote: >Unfortunately, security blocks prevent many teachers from using YouTube on >school computers. The September/October 2007 issue of Learning and Leading >with Technology has a timely article for this discussion called "The >Threat of Security, Hindering Technology Integration in the >Classroom." Not so many years ago, we experienced similar fear about >using Internet and email in the classroom. Hopefully, the tide will turn >on YouTube as well. My brother discovered he could use Captivate to capture the video for classroom use and get past the firewall issue. Joan From jataylor at utk.edu Fri Nov 2 10:01:39 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Fri, 2 Nov 2007 10:01:39 -0400 Subject: [Technology 1369] Professional Development Quality Standards Discussion Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC0127B33E@KFSVS2.utk.tennessee.edu> Dear Colleagues, Have you ever attended a professional development (PD) activity and wondered why you spent your time participating? Have you ever attended professional development and felt that your practice significantly improved because of it? Join the Adult Literacy Professional Development Discussion List for a three-part discussion of quality professional development that will culminate in finalizing a set of PD quality standards that AALPD will use to advance quality professional development in the field. Subscribe: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment When: November 12 - 30th (Quiet week November 19-23) History: http://tinyurl.com/36raut Additional Resources: http://tinyurl.com/3xd5c8 Please see below for details. For a web-based version of the announcement, visit: http://tinyurl.com/32k3zr I hope you will join us! Best, Jackie Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu Part I: Quality Professional Development When: November 12 - 16 What makes quality professional development? Join us to discuss what subscribers identify as quality PD, and to explore the benefits and issues with building a professional development system based on quality standards. * What are characteristics of quality professional development? * How do you know it when you see it? * What is the value added in having PD standards? * What are the drawbacks? * PD Providers: Are standards really going to help you provide better PD? * Practitioners: Are standards really going to help you identify quality PD? Part II: Reflection Week When: November 19 - 23 AALPD will disseminate a set of quality professional development standards and indicators that the AALPD PD Standards Committee has drafted. This is a quiet week to: 1. Reflect on the quality characteristics generated by list subscribers during Part I. 2. Review the AALPD draft PD Standards. Ask yourself the questions listed in Part III below, to prepare. Part III: AALPD Professional Development Quality Standards When: November 26 - 30 Join us to discuss the draft AALPD PD Quality Standards. Based on this important discussion, a final draft of the AALPD PD Quality Standards will be sent to the AALPD Membership for an up or down vote. A final version will be placed on the AALPD Website, and will become the foundation for a program and state self-assessment tool to advance quality professional development in our field. Discussion Questions Include (but are not limited to): * How well does this draft measure up with what subscribers have indicated is quality professional development? * From this draft: * What are the most important PD standards or indicators from your perspective? * What are the most important standards to advance PD in your area/state? * What PD Standards would be easy to implement? * What would be hard to implement? * Is there anything missing? * Is there anything that isn't clear? * What would need to be in place in order to make these standards possible? ------------------------------------------------------------------------ ---------------- >From the Association of Adult Literacy Professional Developers (AALPD) Standards Committee and Executive Board http://www.aalpd.org/ ------------------------------------------------------------------------ ---------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071102/42305c5f/attachment.html From ktsikalas at cfy.org Tue Nov 6 13:20:44 2007 From: ktsikalas at cfy.org (Kallen Tsikalas) Date: Tue, 6 Nov 2007 13:20:44 -0500 Subject: [Technology 1370] Seeking nominations for Family Learning Software Award!! Message-ID: <2C441E09092BF049B49DEEFEAE37808334EB17@cfysrv1.ComputersforYouth.local> Hello All... Computers for Youth (www.cfy.org ) is seeking nominations for its 2008 Family Learning Software Award. Games and on-line environments that involve some kind of meaningful learning are perfect candidates! --> To see our criteria and nominate a web-based or stand-alone product, please: 1. Visit http://www.cfy.org/FLSA-Call%20for%20Noms%20and%20Form.pdf 2. Complete the nomination form --> The deadline for nominations is NOVEMBER 16, 2007!! Nominating a learning product for CFY's Award will be one of the best investments you make this year! The top 10-15 products will be demonstrated to education executives from some of the most prominent school districts across the country. These school districts are responsible for software purchases of over $5 billion annually and collectively serve more than 10% of America's schoolchildren. (See who is on the "Education Executives Panel" at www.cfy.org .) Moreover, the Winner of the Award may be distributed to thousands of low-income families who participate in CFY's program nationally. --> Please distribute this announcement widely and do contact me if you have any questions! Best regards, --Kallen :) Kallen Tsikalas | Director of Research & Learning Services Computers for Youth (CFY) 322 8th Avenue | Floor 12A | New York, NY 10001 212-563-7300 x 117 | 212-563-1215 Fax | www.cfy.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071106/52f84e68/attachment.html From mjackson23 at student.gsu.edu Wed Nov 7 08:28:04 2007 From: mjackson23 at student.gsu.edu (Mary Alice Jackson) Date: Wed, 07 Nov 2007 08:28:04 -0500 Subject: [Technology 1371] IBM Introduces Video Game to Help University Students Develop Business Skills Message-ID: <1194442084.eb389a4mjackson23@student.gsu.edu> Here's another use of gaming for learning. Perhaps some of you are aware of it at your unversity. http://www-03.ibm.com/press/us/en/pressrelease/22549.wss Mary From cdubois1 at student.gsu.edu Tue Nov 13 12:38:31 2007 From: cdubois1 at student.gsu.edu (Courtney Leigh DuBois) Date: Tue, 13 Nov 2007 12:38:31 -0500 Subject: [Technology 1372] SecondLife, literacy and computers Message-ID: <1194975511.cc56084cdubois1@student.gsu.edu> My department at Ga State University is considering buying an island in SecondLife (SL). Although I think it is interesting, I am concerned that SL is another example of technology for technology sake rather than an important tool in education. I?ve been challenging myself to find ways that a virtual environment like SL has tangible benefits to the learner. I know we have talk about SL before in this group, and I thought I?d look at the issue from the learner?s perspective. Before I started my master?s program in Instructional Technology, I took classes at my local technical college (computer OS/hardware/networking classes). There were a number of students in my classes with LD?s and limited communication skills (no HIPPA or FERPA violations, the behaviors were obvious enough that a casual observer would notice.) Although these students weren?t successful in the class readings, discussion and tests, they were amazing during the hands-on, experiential portion of the coursework. Before and after class, these same students were playing interactive video games (MMORPG?s) with other students and communicating successfully in the online environment. This experience made me think that SL may be an excellent tool to teach the learners who are more comfortable in the virtual world than in the classroom environment. To evaluate the idea more thoroughly, I need more information. I was wondering if you had seen a relationship between literacy and computer skills. Are they positively or negatively correlated or is there no relationship at all. Do you think the low literacy students you work with could learn efficiently in a virtual environment? If SL is an environment where these students are comfortable and confident, wouldn?t it benefit them to teach in this virtual world? Of course, the challenge for the learners would be in applying the skills in the classroom/work/real world environment. And the challenge for the instructors, who are probably not digital natives, would be surviving in the virtual environment. Courtney DuBois MS Instructional Technology Georgia State University Expected graduation May 2008 From cdubois1 at student.gsu.edu Tue Nov 13 12:53:16 2007 From: cdubois1 at student.gsu.edu (Courtney Leigh DuBois) Date: Tue, 13 Nov 2007 12:53:16 -0500 Subject: [Technology 1373] Second Life Resources Message-ID: <1194976396.a1802accdubois1@student.gsu.edu> In August, David Rosen asked about guides to SL. One of my coworkers at Ga. State is actively involved in SL. She recommended these resources: 101 Ways to Use Second Life in the College Classroom Dr. Megan Conklin at Elon College http://facstaff.elon.edu/mconklin/pubs/glshandout.pdf Virtual Worlds: A Second Life Beginners Guide UOC Summer Course M. Senges, T. Praus, P. Bihr http://www.thewavingcat.com/wp-content/uploads/2007/06/uoc_virtual_worlds-a_second_life_beginners_guide_v10.pdf From mhefner at cccti.edu Tue Nov 13 13:52:49 2007 From: mhefner at cccti.edu (Melinda Hefner) Date: Tue, 13 Nov 2007 13:52:49 -0500 Subject: [Technology 1374] Re: Second Life Resources In-Reply-To: <1194976396.a1802accdubois1@student.gsu.edu> References: <1194976396.a1802accdubois1@student.gsu.edu> Message-ID: <4739AC31.1F1A.005D.0@cccti.edu> Thanks, Courtney. I will check these out shortly. In the meantime, have you been involved in any discussions of liability when resources such as Second Life, Active World, etc. are used? Just last week I was in a meeting where someone said that there were emerging liability issues? Any insight into that? Melinda Melinda M. Hefner Director, Literacy Support Services Basic Skills Department Caldwell Community College and Technical Institute 2855 Hickory Blvd. Hudson, North Carolina 28638 Office: (828) 726-2245 FAX: (828) 726-2266 >>> On 11/13/2007 at 12:53 pm, in message <1194976396.a1802accdubois1 at student.gsu.edu>, "Courtney Leigh DuBois" wrote: In August, David Rosen asked about guides to SL. One of my coworkers at Ga. State is actively involved in SL. She recommended these resources: 101 Ways to Use Second Life in the College Classroom Dr. Megan Conklin at Elon College http://facstaff.elon.edu/mconklin/pubs/glshandout.pdf Virtual Worlds: A Second Life Beginners Guide UOC Summer Course M. Senges, T. Praus, P. Bihr http://www.thewavingcat.com/wp-content/uploads/2007/06/uoc_virtual_worlds-a_second_life_beginners_guide_v10.pdf ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mhefner at cccti.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071113/89ee2bd2/attachment.html From cdubois1 at student.gsu.edu Wed Nov 14 10:38:26 2007 From: cdubois1 at student.gsu.edu (Courtney Leigh DuBois) Date: Wed, 14 Nov 2007 10:38:26 -0500 Subject: [Technology 1375] Re: Second Life Resources Message-ID: <1195054706.96231accdubois1@student.gsu.edu> I know there are issues with "griefers", people who cause chaos, disrupt groups and/or impede movement. I experienced a griefer in an eLEarning class in SL. This particular griefer just pushed people around and disrupted class. We were in a public space and would have had more control in our own private area. To create yoour own private area you have to buy an island. Buying an island is an expensive way to have more control in the SL environment. I found this article in the Chronicle of Higher Education Second Thoughts on Second Life http://chronicle.com/jobs/news/2007/09/2007091401c/careers.html Thanks for being up the issue of liabilty. Although I don't agree with the gloom and doom feel of the article, I think some the concerns rasied are valid. I am definately going to look into the issue. Courtney -----Original Message----- From: "Melinda Hefner" To: Date: Tue, 13 Nov 2007 13:52:49 -0500 Subject: [Technology 1374] Re: Second Life Resources Thanks, Courtney. I will check these out shortly. In the meantime, have you been involved in any discussions of liability when resources such as Second Life, Active World, etc. are used? Just last week I was in a meeting where someone said that there were emerging liability issues? Any insight into that? From LaFerlazzo at aol.com Wed Nov 14 20:02:23 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Wed, 14 Nov 2007 20:02:23 EST Subject: [Technology 1376] Re: News Story on Home Computers and ESL Message-ID: I thought people might be interested in this story the Sacramento Bee just ran about our Family Literacy Project that provides home computers and DSL service to immigrant families: _http://www.sacbee.com/101/story/489709.html_ (http://www.sacbee.com/101/story/489709.html) Larry Ferlazzo _http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071114/b41a9d39/attachment.html From Tina_Luffman at yc.edu Thu Nov 15 11:58:55 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Thu, 15 Nov 2007 09:58:55 -0700 Subject: [Technology 1377] Re: News Story on Home Computers and ESL In-Reply-To: References: Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071115/3302f095/attachment.html From LaFerlazzo at aol.com Thu Nov 15 23:05:05 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Thu, 15 Nov 2007 23:05:05 EST Subject: [Technology 1378] Re: News Story on Home Computers and ESL Message-ID: Tina, You might be interested in this post: _http://larryferlazzo.edublogs.org/2007/11/15/more-info-on-home-computer-proje ct/_ (http://larryferlazzo.edublogs.org/2007/11/15/more-info-on-home-computer-project/) Larry ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071115/1c240c0c/attachment.html From kuulei.reeser at mauihui.org Fri Nov 16 17:22:21 2007 From: kuulei.reeser at mauihui.org (Kuulei Reeser) Date: Fri, 16 Nov 2007 12:22:21 -1000 Subject: [Technology 1379] Re: Send your students a phone message, yourself a reminder, or.... In-Reply-To: References: Message-ID: <000001c8289f$288ab830$0600a8c0@Kuulei1> Hi David, I hope this email is not arriving too late to participate in your offer to provide the URL for this phone message service. With this service, I can envision our teachers using this service to remind students of homework assignments, tests, fieldtrips, etc. I can also envision it being used by the students on class projects in order to collaborate with each other. For example, our high school foundations kids (pre-GED) recently went on a field trip to our ocean center and each was assigned a fish species to study. If we had this service, each student could send a phone message to the other students highlighting 5 features of their species, then the other students could save each message and record them in their notes when they got back to class. This could all be done at the ocean center when the students are scattered across the site studying their fish. Just an idea. I am interested in hearing more about this service. Thanks, Ku'ulei Reeser Hui Malama Learning Center Technology Coordinator _____ From: David J. Rosen [mailto:djrosen at comcast.net] Sent: Monday, October 15, 2007 6:24 AM To: The Technology and Literacy Discussion List Subject: [Technology 1353] Send your students a phone message,yourself a reminder, or.... Technology colleagues, Suppose there were a free service that enabled you -- from a cell phone or a land line -- to send up to a 30-second voice message to yourself, or to anyone you had listed in an address book that you had created for this purpose. Suppose your students could send messages this way, too, from their phones. Suppose when you called the toll-free number (U.S. and Canada only) it said "Hi (your name), who do you want to send a message to? " Suppose you then said the person's name (or "me" for sending yourself reminders). Then, suppose you spoke your brief message. Then, in a few minutes, suppose the message were sent to an e-mail address (as a translated text message, with a "real voice" audio option) or as an SMS text message. Suppose, also, that you could set up a group of people, and whenever you wanted to, you could send them all one voice/text/email message. (Suppose this group were all the students in your class, or all the instructors at your program, who have either a land line or cell phone.) Such a free service exists. (There may be more than one, but I only know of one.) If you would like to know what it is, here's the catch: you have to email me (djrosen at comcast.net) at least one idea of how you would use this with students. Then I will email you the URL for the free service. I am not promoting this service particularly (although I do think it could be useful.) What I am trying to do is to use the collective intelligence, imagination and experience of subscribers on this list to collect ideas about how to use such a technology. I will compile whatever I get and send a summary back to this list. If you want to know the Web address, send me -- not the Technology list -- your idea(s) about how to use this service with your basic literacy, ESOL, ABE, ASE, or college transition students, students -- in a face-to-face or on-line setting. David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071116/423e11d5/attachment.html From djrosen at comcast.net Sat Nov 17 08:01:55 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 17 Nov 2007 08:01:55 -0500 Subject: [Technology 1380] Re: Send your students a phone message, yourself a reminder, or.... In-Reply-To: <000001c8289f$288ab830$0600a8c0@Kuulei1> References: <000001c8289f$288ab830$0600a8c0@Kuulei1> Message-ID: <8FD191CE-52A1-4163-8D3A-8C134F192E6D@comcast.net> Hello Ku?ulei, Thanks for your ideas. I will add them to the list and post a message back to the the Technology discussion. The service is called jott. The Web site address is: http://jott.com/ After you have looked at it and tried it out, if you have other ideas of how it could be used with students, please send them to me. All the best, David David J. Rosen djrosen at comcast.net On Nov 16, 2007, at 5:22 PM, Kuulei Reeser wrote: > Hi David, > > > > I hope this email is not arriving too late to participate in your > offer to provide the URL for this phone message service. > > > > With this service, I can envision our teachers using this service > to remind students of homework assignments, tests, fieldtrips, > etc. I can also envision it being used by the students on class > projects in order to collaborate with each other. For example, our > high school foundations kids (pre-GED) recently went on a field > trip to our ocean center and each was assigned a fish species to > study. If we had this service, each student could send a phone > message to the other students highlighting 5 features of their > species, then the other students could save each message and record > them in their notes when they got back to class. This could all be > done at the ocean center when the students are scattered across the > site studying their fish. > > > > Just an idea? I am interested in hearing more about this service. > > > > Thanks, > > Ku?ulei Reeser > > > > Hui Malama Learning Center > > Technology Coordinator > > > > > > From: David J. Rosen [mailto:djrosen at comcast.net] > Sent: Monday, October 15, 2007 6:24 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1353] Send your students a phone > message,yourself a reminder, or.... > > > > Technology colleagues, > > > > Suppose there were a free service that enabled you -- from a cell > phone or a land line -- to send up to a 30-second voice message to > yourself, or to anyone you had listed in an address book that you > had created for this purpose. Suppose your students could send > messages this way, too, from their phones. Suppose when you called > the toll-free number (U.S. and Canada only) it said "Hi (your > name), who do you want to send a message to? " Suppose you then > said the person's name (or "me" for sending yourself reminders). > Then, suppose you spoke your brief message. Then, in a few minutes, > suppose the message were sent to an e-mail address (as a translated > text message, with a "real voice" audio option) or as an SMS text > message. Suppose, also, that you could set up a group of people, > and whenever you wanted to, you could send them all one voice/text/ > email message. (Suppose this group were all the students in your > class, or all the instructors at your program, who have either a > land line or cell phone.) > > > > Such a free service exists. (There may be more than one, but I only > know of one.) If you would like to know what it is, here's the > catch: you have to email me (djrosen at comcast.net) at least one idea > of how you would use this with students. Then I will email you the > URL for the free service. I am not promoting this service > particularly (although I do think it could be useful.) What I am > trying to do is to use the collective intelligence, imagination and > experience of subscribers on this list to collect ideas about how > to use such a technology. I will compile whatever I get and send a > summary back to this list. > > > > If you want to know the Web address, send me -- not the Technology > list -- your idea(s) about how to use this service with your basic > literacy, ESOL, ABE, ASE, or college transition students, students > -- in a face-to-face or on-line setting. > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net From djrosen at comcast.net Sat Nov 17 15:12:33 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 17 Nov 2007 15:12:33 -0500 Subject: [Technology 1381] Re: Send your students a phone message, yourself a reminder, or.... In-Reply-To: <44315131-24B1-4388-B458-22A017F5BF3A@comcast.net> References: <44315131-24B1-4388-B458-22A017F5BF3A@comcast.net> Message-ID: Technology Colleagues, Here's a list of 12 ideas so far for how to use the free online resource I mentioned here on October 15th. To learn the Web page for this resource, email me (not the list) your idea(s) for how you would use it. 1) Use the telephone-to text message feature to: a) Remind students of writing center appointments b) Do an all points to a class talking about a glitch in a web-based assignment. 2) Before an orientation send new students a message as to where our classroom is located, what paperwork to bring and so on. 3) Send messages to students who have been absent all week to contact me and let me know if they will be back to class next week. Encourage them to come back and let them know they could call me to let me know about any problems they were having. 4) Communicate with the teachers I work with as a professional developer and 5) Demonstrate the service to these teachers, so they could then use it with their students. 6) Send a message in the evening announcing what topics we'll be covering in class the next day. 7) Give an assignment. Those who do it would receive a prize or incentive. Possible assignments might include finding someone close to them and interacting with them using spoken English. They would have to record the response and some details about the interaction (with whom, when, response, etc.) to get credit. The message would be something related to a grammar point or something else we've studied in class. For example, if we've been working on comparatives, the assignment might be "Talk to the first person you see in English. Introduce yourself and ask them if you can ask them a question as part of your homework for your English class. Your question for today is "Do you prefer visiting Disneyland or Sea World and why?" 8) Offer a mini-vocabulary lesson like a "word of the day" message, and then a challenge to call back and use the word in a sentence as part of their conversation with me. 9) Listening tasks. Send a message with several instructions related to a task. Those who successfully complete the task get a prize. "Call this 800 number United Airlines and use the automated system for flight arrivals to find the expected time of arrival of flight 1450" 10) I can envision our teachers using this service to remind students of homework assignments, tests, field trips, etc. 11) I can also envision it being used by the students on class projects in order to collaborate with each other. For example, our high school foundations kids (pre-GED) recently went on a field trip to our ocean center and each was assigned a fish species to study. If we had this service, each student could send a phone message to the other students highlighting 5 features of their species, then the other students could save each message and record them in their notes when they got back to class. This could all be done at the ocean center when the students are scattered across the site studying their fish. 12) I am interested in helping promote a sense of community and support systems for and amongst the students I work with. The service you mention in your post might be an effective venue to facilitate this, especially as they could warm up to interacting with others if and when they choose to do so. It doesn't entail the pressure and often inappropriateness of forced teamwork and collaborative learning. Thanks to: Bonnie Odorne, Tina Luffman, Jennifer Davis, Wendy Quinones, Ku?ulei Reeser, Michael Gyori, and Barry Bakin for these suggestions. David J. Rosen djrosen at comcast.net ----- On Oct 15, 2007, I wrote: Suppose there were a free service that enabled you -- from a cell phone or a land line -- to send up to a 30-second voice message to yourself, or to anyone you had listed in an address book that you had created for this purpose. Suppose your students could send messages this way, too, from their phones. Suppose when you called the toll- free number (U.S. and Canada only) it said "Hi (your name), who do you want to send a message to? " Suppose you then said the person's name (or "me" for sending yourself reminders). Then, suppose you spoke your brief message. Then, in a few minutes, suppose the message were sent to an e-mail address (as a translated text message, with a "real voice" audio option) or as an SMS text message. Suppose, also, that you could set up a group of people, and whenever you wanted to, you could send them all one voice/text/email message. (Suppose this group were all the students in your class, or all the instructors at your program, who have either a land line or cell phone.) Such a free service exists. (There may be more than one, but I only know of one.) If you would like to know what it is, here's the catch: you have to email me (djrosen at comcast.net) at least one idea of how you would use this with students. Then I will email you the URL for the free service. I am not promoting this service particularly (although I do think it could be useful.) What I am trying to do is to use the collective intelligence, imagination and experience of subscribers on this list to collect ideas about how to use such a technology. I will compile whatever I get and send a summary back to this list. If you want to know the Web address, send me -- not the Technology list -- your idea(s) about how to use this service with your basic literacy, ESOL, ABE, ASE, or college transition students, students -- in a face-to-face or on-line setting. David J. Rosen djrosen at comcast.net From djrosen at comcast.net Sat Nov 17 17:52:47 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 17 Nov 2007 17:52:47 -0500 Subject: [Technology 1382] Re: Send your students a phone message, yourself a reminder, or.... In-Reply-To: <8FD191CE-52A1-4163-8D3A-8C134F192E6D@comcast.net> References: <000001c8289f$288ab830$0600a8c0@Kuulei1> <8FD191CE-52A1-4163-8D3A-8C134F192E6D@comcast.net> Message-ID: Technology Colleagues, Oops.. the reply below, published to the whole list, was supposed to be only to Ku'ulei. Ah, well. The cat's out of the laptop case. We have 12 great ideas -- and now everyone on the discussion list has the URL for the resource. It would be great, if you experiment with using jott, if you could post your comments to the list so we could learn from your experience. Is jott useful to you, to your students? If so, in what way(s)? All the best, David David J. Rosen djrosen at comcast.net On Nov 17, 2007, at 8:01 AM, David J. Rosen wrote: > Hello Ku?ulei, > > Thanks for your ideas. I will add them to the list and post a message > back to the the Technology discussion. > The service is called jott. The Web site address is: > > http://jott.com/ > > > After you have looked at it and tried it out, if you have other ideas > of how it could be used with students, please send them to me. > > All the best, > > David > > David J. Rosen > djrosen at comcast.net > > > On Nov 16, 2007, at 5:22 PM, Kuulei Reeser wrote: > >> Hi David, >> >> >> >> I hope this email is not arriving too late to participate in your >> offer to provide the URL for this phone message service. >> >> >> >> With this service, I can envision our teachers using this service >> to remind students of homework assignments, tests, fieldtrips, >> etc. I can also envision it being used by the students on class >> projects in order to collaborate with each other. For example, our >> high school foundations kids (pre-GED) recently went on a field >> trip to our ocean center and each was assigned a fish species to >> study. If we had this service, each student could send a phone >> message to the other students highlighting 5 features of their >> species, then the other students could save each message and record >> them in their notes when they got back to class. This could all be >> done at the ocean center when the students are scattered across the >> site studying their fish. >> >> >> >> Just an idea? I am interested in hearing more about this service. >> >> >> >> Thanks, >> >> Ku?ulei Reeser >> >> >> >> Hui Malama Learning Center >> >> Technology Coordinator >> >> >> >> >> >> From: David J. Rosen [mailto:djrosen at comcast.net] >> Sent: Monday, October 15, 2007 6:24 AM >> To: The Technology and Literacy Discussion List >> Subject: [Technology 1353] Send your students a phone >> message,yourself a reminder, or.... >> >> >> >> Technology colleagues, >> >> >> >> Suppose there were a free service that enabled you -- from a cell >> phone or a land line -- to send up to a 30-second voice message to >> yourself, or to anyone you had listed in an address book that you >> had created for this purpose. Suppose your students could send >> messages this way, too, from their phones. Suppose when you called >> the toll-free number (U.S. and Canada only) it said "Hi (your >> name), who do you want to send a message to? " Suppose you then >> said the person's name (or "me" for sending yourself reminders). >> Then, suppose you spoke your brief message. Then, in a few minutes, >> suppose the message were sent to an e-mail address (as a translated >> text message, with a "real voice" audio option) or as an SMS text >> message. Suppose, also, that you could set up a group of people, >> and whenever you wanted to, you could send them all one voice/text/ >> email message. (Suppose this group were all the students in your >> class, or all the instructors at your program, who have either a >> land line or cell phone.) >> >> >> >> Such a free service exists. (There may be more than one, but I only >> know of one.) If you would like to know what it is, here's the >> catch: you have to email me (djrosen at comcast.net) at least one idea >> of how you would use this with students. Then I will email you the >> URL for the free service. I am not promoting this service >> particularly (although I do think it could be useful.) What I am >> trying to do is to use the collective intelligence, imagination and >> experience of subscribers on this list to collect ideas about how >> to use such a technology. I will compile whatever I get and send a >> summary back to this list. >> >> >> >> If you want to know the Web address, send me -- not the Technology >> list -- your idea(s) about how to use this service with your basic >> literacy, ESOL, ABE, ASE, or college transition students, students >> -- in a face-to-face or on-line setting. >> >> >> >> David J. Rosen >> >> djrosen at comcast.net >> >> >> >> >> >> >> >> >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Technology and Literacy mailing list >> Technology at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/technology >> Email delivered to djrosen at comcast.net > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net From lgarapaty at yahoo.com Sat Nov 17 19:53:02 2007 From: lgarapaty at yahoo.com (Lalitha Garapaty) Date: Sat, 17 Nov 2007 16:53:02 -0800 (PST) Subject: [Technology 1383] Send your students a phone message, yourself a reminder, or.... In-Reply-To: Message-ID: <618819.13549.qm@web33406.mail.mud.yahoo.com> Some thoughts with reference to adult literacy - For busy adults working sometimes more than one job and have little time/energy to work on self-literacy - Use as a medium of instruction - post, post-classroom content as a thirty second podcast via phone, for re-emphasis, recall and to share tips. For ex. "whenever you see this word, it should remind you of pronoun." Among adult literacy instructors - Sharing instructional tips, a change in instructional strategy, change of content if it makes better sense during teaching. This exchange as voice mail or text message would enable other instructors to test these immediately in their classes and communicate the same with others. Lalitha --- technology-request at nifl.gov wrote: > Send Technology mailing list submissions to > technology at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, > visit > http://www.nifl.gov/mailman/listinfo/technology > or, via email, send a message with subject or body > 'help' to > technology-request at nifl.gov > > You can reach the person managing the list at > technology-owner at nifl.gov > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of Technology digest..." > > > Today's Topics: > > 1. [Technology 1379] Re: Send your students a > phone message, > yourself a reminder, or.... (Kuulei Reeser) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Fri, 16 Nov 2007 12:22:21 -1000 > From: "Kuulei Reeser" > Subject: [Technology 1379] Re: Send your students a > phone message, > yourself a reminder, or.... > To: "'The Technology and Literacy Discussion List'" > > Message-ID: <000001c8289f$288ab830$0600a8c0 at Kuulei1> > Content-Type: text/plain; charset="us-ascii" > > Hi David, > > > > I hope this email is not arriving too late to > participate in your offer to > provide the URL for this phone message service. > > > > With this service, I can envision our teachers using > this service to remind > students of homework assignments, tests, fieldtrips, > etc. I can also > envision it being used by the students on class > projects in order to > collaborate with each other. For example, our high > school foundations kids > (pre-GED) recently went on a field trip to our ocean > center and each was > assigned a fish species to study. If we had this > service, each student > could send a phone message to the other students > highlighting 5 features of > their species, then the other students could save > each message and record > them in their notes when they got back to class. > This could all be done at > the ocean center when the students are scattered > across the site studying > their fish. > > > > Just an idea. I am interested in hearing more about > this service. > > > > Thanks, > > Ku'ulei Reeser > > > > Hui Malama Learning Center > > Technology Coordinator > > > > > > _____ > > From: David J. Rosen [mailto:djrosen at comcast.net] > Sent: Monday, October 15, 2007 6:24 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1353] Send your students a > phone message,yourself a > reminder, or.... > > > > Technology colleagues, > > > > Suppose there were a free service that enabled you > -- from a cell phone or a > land line -- to send up to a 30-second voice message > to yourself, or to > anyone you had listed in an address book that you > had created for this > purpose. Suppose your students could send messages > this way, too, from their > phones. Suppose when you called the toll-free number > (U.S. and Canada only) > it said "Hi (your name), who do you want to send a > message to? " Suppose you > then said the person's name (or "me" for sending > yourself reminders). Then, > suppose you spoke your brief message. Then, in a few > minutes, suppose the > message were sent to an e-mail address (as a > translated text message, with a > "real voice" audio option) or as an SMS text > message. Suppose, also, that > you could set up a group of people, and whenever you > wanted to, you could > send them all one voice/text/email message. (Suppose > this group were all the > students in your class, or all the instructors at > your program, who have > either a land line or cell phone.) > > > > Such a free service exists. (There may be more than > one, but I only know of > one.) If you would like to know what it is, here's > the catch: you have to > email me (djrosen at comcast.net) at least one idea of > how you would use this > with students. Then I will email you the URL for the > free service. I am not > promoting this service particularly (although I do > think it could be > useful.) What I am trying to do is to use the > collective intelligence, > imagination and experience of subscribers on this > list to collect ideas > about how to use such a technology. I will compile > whatever I get and send a > summary back to this list. > > > > If you want to know the Web address, send me -- not > the Technology list -- > your idea(s) about how to use this service with your > basic literacy, ESOL, > ABE, ASE, or college transition students, students > -- in a face-to-face or > on-line setting. > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://www.nifl.gov/pipermail/technology/attachments/20071116/423e11d5/attachment-0001.html > > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/technology > > End of Technology Digest, Vol 26, Issue 6 > ***************************************** > ____________________________________________________________________________________ Be a better pen pal. Text or chat with friends inside Yahoo! Mail. See how. http://overview.mail.yahoo.com/ From sgwynne at sdccd.edu Mon Nov 19 13:54:55 2007 From: sgwynne at sdccd.edu (Steve Gwynne) Date: Mon, 19 Nov 2007 10:54:55 -0800 Subject: [Technology 1384] Re: Send your students a phone message, yourself a reminder, or.... References: <618819.13549.qm@web33406.mail.mud.yahoo.com> Message-ID: <862CA0E668684040985FEFEE6F9F2981018FE5@MCX.sdccd.loc> Hi Donna, Just wanted you to know, I got Screencast back up so the tutorial linked in Unitedstreaming should work. steve ________________________________ From: technology-bounces at nifl.gov on behalf of Lalitha Garapaty Sent: Sat 11/17/2007 4:53 PM To: technology at nifl.gov Subject: [Technology 1383] Send your students a phone message,yourself a reminder, or.... Some thoughts with reference to adult literacy - For busy adults working sometimes more than one job and have little time/energy to work on self-literacy - Use as a medium of instruction - post, post-classroom content as a thirty second podcast via phone, for re-emphasis, recall and to share tips. For ex. "whenever you see this word, it should remind you of pronoun." Among adult literacy instructors - Sharing instructional tips, a change in instructional strategy, change of content if it makes better sense during teaching. This exchange as voice mail or text message would enable other instructors to test these immediately in their classes and communicate the same with others. Lalitha --- technology-request at nifl.gov wrote: > Send Technology mailing list submissions to > technology at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, > visit > http://www.nifl.gov/mailman/listinfo/technology > or, via email, send a message with subject or body > 'help' to > technology-request at nifl.gov > > You can reach the person managing the list at > technology-owner at nifl.gov > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of Technology digest..." > > > Today's Topics: > > 1. [Technology 1379] Re: Send your students a > phone message, > yourself a reminder, or.... (Kuulei Reeser) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Fri, 16 Nov 2007 12:22:21 -1000 > From: "Kuulei Reeser" > Subject: [Technology 1379] Re: Send your students a > phone message, > yourself a reminder, or.... > To: "'The Technology and Literacy Discussion List'" > > Message-ID: <000001c8289f$288ab830$0600a8c0 at Kuulei1> > Content-Type: text/plain; charset="us-ascii" > > Hi David, > > > > I hope this email is not arriving too late to > participate in your offer to > provide the URL for this phone message service. > > > > With this service, I can envision our teachers using > this service to remind > students of homework assignments, tests, fieldtrips, > etc. I can also > envision it being used by the students on class > projects in order to > collaborate with each other. For example, our high > school foundations kids > (pre-GED) recently went on a field trip to our ocean > center and each was > assigned a fish species to study. If we had this > service, each student > could send a phone message to the other students > highlighting 5 features of > their species, then the other students could save > each message and record > them in their notes when they got back to class. > This could all be done at > the ocean center when the students are scattered > across the site studying > their fish. > > > > Just an idea. I am interested in hearing more about > this service. > > > > Thanks, > > Ku'ulei Reeser > > > > Hui Malama Learning Center > > Technology Coordinator > > > > > > _____ > > From: David J. Rosen [mailto:djrosen at comcast.net] > Sent: Monday, October 15, 2007 6:24 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1353] Send your students a > phone message,yourself a > reminder, or.... > > > > Technology colleagues, > > > > Suppose there were a free service that enabled you > -- from a cell phone or a > land line -- to send up to a 30-second voice message > to yourself, or to > anyone you had listed in an address book that you > had created for this > purpose. Suppose your students could send messages > this way, too, from their > phones. Suppose when you called the toll-free number > (U.S. and Canada only) > it said "Hi (your name), who do you want to send a > message to? " Suppose you > then said the person's name (or "me" for sending > yourself reminders). Then, > suppose you spoke your brief message. Then, in a few > minutes, suppose the > message were sent to an e-mail address (as a > translated text message, with a > "real voice" audio option) or as an SMS text > message. Suppose, also, that > you could set up a group of people, and whenever you > wanted to, you could > send them all one voice/text/email message. (Suppose > this group were all the > students in your class, or all the instructors at > your program, who have > either a land line or cell phone.) > > > > Such a free service exists. (There may be more than > one, but I only know of > one.) If you would like to know what it is, here's > the catch: you have to > email me (djrosen at comcast.net) at least one idea of > how you would use this > with students. Then I will email you the URL for the > free service. I am not > promoting this service particularly (although I do > think it could be > useful.) What I am trying to do is to use the > collective intelligence, > imagination and experience of subscribers on this > list to collect ideas > about how to use such a technology. I will compile > whatever I get and send a > summary back to this list. > > > > If you want to know the Web address, send me -- not > the Technology list -- > your idea(s) about how to use this service with your > basic literacy, ESOL, > ABE, ASE, or college transition students, students > -- in a face-to-face or > on-line setting. > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://www.nifl.gov/pipermail/technology/attachments/20071116/423e11d5/attach ment-0001.html > > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/technology > > End of Technology Digest, Vol 26, Issue 6 > ***************************************** > _____________________________________________________________________________ _______ Be a better pen pal. Text or chat with friends inside Yahoo! Mail. See how. http://overview.mail.yahoo.com/ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to sgwynne at sdccd.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 10634 bytes Desc: not available Url : http://www.nifl.gov/pipermail/technology/attachments/20071119/60c5bf48/attachment.bin From fgibson4 at student.gsu.edu Tue Nov 20 11:52:18 2007 From: fgibson4 at student.gsu.edu (Frederick W. Gibson) Date: Tue, 20 Nov 2007 16:52:18 +0000 Subject: [Technology 1385] Re: Send your students a phone message, yourself a reminder, or.... Message-ID: <1195577538.b9db104fgibson4@student.gsu.edu> Hello everyone: Please checkout this website on integrating technology in adult literacy education. http://alri.org/harness.html Imagine all of the money that our government spends on war and housing young men in jail, if that money along could be spent on adult literacy how better off our country would be. Why is this difficult for our government to see. Thanks, Fred Gibson GSU Harnessing Technology to Serve Adult Literacy -----Original Message----- From: Lalitha Garapaty To: technology at nifl.gov Date: Sat, 17 Nov 2007 16:53:02 -0800 (PST) Subject: [Technology 1383] Send your students a phone message, yourself a reminder, or.... Some thoughts with reference to adult literacy - For busy adults working sometimes more than one job and have little time/energy to work on self-literacy - Use as a medium of instruction - post, post-classroom content as a thirty second podcast via phone, for re-emphasis, recall and to share tips. For ex. "whenever you see this word, it should remind you of pronoun." Among adult literacy instructors - Sharing instructional tips, a change in instructional strategy, change of content if it makes better sense during teaching. This exchange as voice mail or text message would enable other instructors to test these immediately in their classes and communicate the same with others. Lalitha --- technology-request at nifl.gov wrote: > Send Technology mailing list submissions to > technology at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, > visit > http://www.nifl.gov/mailman/listinfo/technology > or, via email, send a message with subject or body > 'help' to > technology-request at nifl.gov > > You can reach the person managing the list at > technology-owner at nifl.gov > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of Technology digest..." > > > Today's Topics: > > 1. [Technology 1379] Re: Send your students a > phone message, > yourself a reminder, or.... (Kuulei Reeser) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Fri, 16 Nov 2007 12:22:21 -1000 > From: "Kuulei Reeser" > Subject: [Technology 1379] Re: Send your students a > phone message, > yourself a reminder, or.... > To: "'The Technology and Literacy Discussion List'" > > Message-ID: <000001c8289f$288ab830$0600a8c0 at Kuulei1> > Content-Type: text/plain; charset="us-ascii" > > Hi David, > > > > I hope this email is not arriving too late to > participate in your offer to > provide the URL for this phone message service. > > > > With this service, I can envision our teachers using > this service to remind > students of homework assignments, tests, fieldtrips, > etc. I can also > envision it being used by the students on class > projects in order to > collaborate with each other. For example, our high > school foundations kids > (pre-GED) recently went on a field trip to our ocean > center and each was > assigned a fish species to study. If we had this > service, each student > could send a phone message to the other students > highlighting 5 features of > their species, then the other students could save > each message and record > them in their notes when they got back to class. > This could all be done at > the ocean center when the students are scattered > across the site studying > their fish. > > > > Just an idea. I am interested in hearing more about > this service. > > > > Thanks, > > Ku'ulei Reeser > > > > Hui Malama Learning Center > > Technology Coordinator > > > > > > _____ > > From: David J. Rosen [mailto:djrosen at comcast.net] > Sent: Monday, October 15, 2007 6:24 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1353] Send your students a > phone message,yourself a > reminder, or.... > > > > Technology colleagues, > > > > Suppose there were a free service that enabled you > -- from a cell phone or a > land line -- to send up to a 30-second voice message > to yourself, or to > anyone you had listed in an address book that you > had created for this > purpose. Suppose your students could send messages > this way, too, from their > phones. Suppose when you called the toll-free number > (U.S. and Canada only) > it said "Hi (your name), who do you want to send a > message to? " Suppose you > then said the person's name (or "me" for sending > yourself reminders). Then, > suppose you spoke your brief message. Then, in a few > minutes, suppose the > message were sent to an e-mail address (as a > translated text message, with a > "real voice" audio option) or as an SMS text > message. Suppose, also, that > you could set up a group of people, and whenever you > wanted to, you could > send them all one voice/text/email message. (Suppose > this group were all the > students in your class, or all the instructors at > your program, who have > either a land line or cell phone.) > > > > Such a free service exists. (There may be more than > one, but I only know of > one.) If you would like to know what it is, here's > the catch: you have to > email me (djrosen at comcast.net) at least one idea of > how you would use this > with students. Then I will email you the URL for the > free service. I am not > promoting this service particularly (although I do > think it could be > useful.) What I am trying to do is to use the > collective intelligence, > imagination and experience of subscribers on this > list to collect ideas > about how to use such a technology. I will compile > whatever I get and send a > summary back to this list. > > > > If you want to know the Web address, send me -- not > the Technology list -- > your idea(s) about how to use this service with your > basic literacy, ESOL, > ABE, ASE, or college transition students, students > -- in a face-to-face or > on-line setting. > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://www.nifl.gov/pipermail/technology/attachments/20071116/423e11d5/attachment-0001.html > > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/technology > > End of Technology Digest, Vol 26, Issue 6 > ***************************************** > ____________________________________________________________________________________ Be a better pen pal. Text or chat with friends inside Yahoo! Mail. See how. http://overview.mail.yahoo.com/ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to fgibson4 at student.gsu.edu From MariannF at lacnyc.org Tue Nov 20 12:17:57 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Tue, 20 Nov 2007 12:17:57 -0500 Subject: [Technology 1385] Re: Send your students a phone message, yourself a reminder, or.... In-Reply-To: <1195577538.b9db104fgibson4@student.gsu.edu> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB85E6F1C@lac-exch.lacnyc.local> Hello All, Thank you, Fred for sending the link to one of regular contributor, David Rosen's resource pages. I'm thinking about the rest of your post, and I of course agree with the sentiment. The question I have for you and for the list is; If resources for technology resources in adult literacy were made available what should they be? What would we advocate for? Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Frederick W. Gibson Sent: Tuesday, November 20, 2007 11:52 AM To: technology at nifl.gov Subject: [Technology 1385] Re: Send your students a phone message,yourself a reminder, or.... Hello everyone: Please checkout this website on integrating technology in adult literacy education. http://alri.org/harness.html Imagine all of the money that our government spends on war and housing young men in jail, if that money along could be spent on adult literacy how better off our country would be. Why is this difficult for our government to see. Thanks, Fred Gibson GSU Harnessing Technology to Serve Adult Literacy -----Original Message----- From: Lalitha Garapaty To: technology at nifl.gov Date: Sat, 17 Nov 2007 16:53:02 -0800 (PST) Subject: [Technology 1383] Send your students a phone message, yourself a reminder, or.... Some thoughts with reference to adult literacy - For busy adults working sometimes more than one job and have little time/energy to work on self-literacy - Use as a medium of instruction - post, post-classroom content as a thirty second podcast via phone, for re-emphasis, recall and to share tips. For ex. "whenever you see this word, it should remind you of pronoun." Among adult literacy instructors - Sharing instructional tips, a change in instructional strategy, change of content if it makes better sense during teaching. This exchange as voice mail or text message would enable other instructors to test these immediately in their classes and communicate the same with others. Lalitha --- technology-request at nifl.gov wrote: > Send Technology mailing list submissions to > technology at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, > visit > http://www.nifl.gov/mailman/listinfo/technology > or, via email, send a message with subject or body > 'help' to > technology-request at nifl.gov > > You can reach the person managing the list at > technology-owner at nifl.gov > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of Technology digest..." > > > Today's Topics: > > 1. [Technology 1379] Re: Send your students a > phone message, > yourself a reminder, or.... (Kuulei Reeser) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Fri, 16 Nov 2007 12:22:21 -1000 > From: "Kuulei Reeser" > Subject: [Technology 1379] Re: Send your students a > phone message, > yourself a reminder, or.... > To: "'The Technology and Literacy Discussion List'" > > Message-ID: <000001c8289f$288ab830$0600a8c0 at Kuulei1> > Content-Type: text/plain; charset="us-ascii" > > Hi David, > > > > I hope this email is not arriving too late to > participate in your offer to > provide the URL for this phone message service. > > > > With this service, I can envision our teachers using > this service to remind > students of homework assignments, tests, fieldtrips, > etc. I can also > envision it being used by the students on class > projects in order to > collaborate with each other. For example, our high > school foundations kids > (pre-GED) recently went on a field trip to our ocean > center and each was > assigned a fish species to study. If we had this > service, each student > could send a phone message to the other students > highlighting 5 features of > their species, then the other students could save > each message and record > them in their notes when they got back to class. > This could all be done at > the ocean center when the students are scattered > across the site studying > their fish. > > > > Just an idea. I am interested in hearing more about > this service. > > > > Thanks, > > Ku'ulei Reeser > > > > Hui Malama Learning Center > > Technology Coordinator > > > > > > _____ > > From: David J. Rosen [mailto:djrosen at comcast.net] > Sent: Monday, October 15, 2007 6:24 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1353] Send your students a > phone message,yourself a > reminder, or.... > > > > Technology colleagues, > > > > Suppose there were a free service that enabled you > -- from a cell phone or a > land line -- to send up to a 30-second voice message > to yourself, or to > anyone you had listed in an address book that you > had created for this > purpose. Suppose your students could send messages > this way, too, from their > phones. Suppose when you called the toll-free number > (U.S. and Canada only) > it said "Hi (your name), who do you want to send a > message to? " Suppose you > then said the person's name (or "me" for sending > yourself reminders). Then, > suppose you spoke your brief message. Then, in a few > minutes, suppose the > message were sent to an e-mail address (as a > translated text message, with a > "real voice" audio option) or as an SMS text > message. Suppose, also, that > you could set up a group of people, and whenever you > wanted to, you could > send them all one voice/text/email message. (Suppose > this group were all the > students in your class, or all the instructors at > your program, who have > either a land line or cell phone.) > > > > Such a free service exists. (There may be more than > one, but I only know of > one.) If you would like to know what it is, here's > the catch: you have to > email me (djrosen at comcast.net) at least one idea of > how you would use this > with students. Then I will email you the URL for the > free service. I am not > promoting this service particularly (although I do > think it could be > useful.) What I am trying to do is to use the > collective intelligence, > imagination and experience of subscribers on this > list to collect ideas > about how to use such a technology. I will compile > whatever I get and send a > summary back to this list. > > > > If you want to know the Web address, send me -- not > the Technology list -- > your idea(s) about how to use this service with your > basic literacy, ESOL, > ABE, ASE, or college transition students, students > -- in a face-to-face or > on-line setting. > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://www.nifl.gov/pipermail/technology/attachments/20071116/423e11d5/a ttachment-0001.html > > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/technology > > End of Technology Digest, Vol 26, Issue 6 > ***************************************** > ________________________________________________________________________ ____________ Be a better pen pal. Text or chat with friends inside Yahoo! Mail. See how. http://overview.mail.yahoo.com/ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to fgibson4 at student.gsu.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mariannf at lacnyc.org From fgibson4 at student.gsu.edu Tue Nov 20 12:22:55 2007 From: fgibson4 at student.gsu.edu (Frederick W. Gibson) Date: Tue, 20 Nov 2007 17:22:55 +0000 Subject: [Technology 1386] Re: Send your students a phone message, yourself a reminder, or.... Message-ID: <1195579375.95d9d4cfgibson4@student.gsu.edu> Hello everyone Check ouit these websites,one is by Rosen that you may have already seen. I think there great for intergrating technology into adult literacy. Harnessing Technology to Serve Adult Literacy http://alri.org/harness.html http://www.altn.org/techtraining/ -----Original Message----- From: "Steve Gwynne" To: "The Technology and Literacy Discussion List" Date: Mon, 19 Nov 2007 10:54:55 -0800 Subject: [Technology 1384] Re: Send your students a phone message, yourself a reminder, or.... Hi Donna, Just wanted you to know, I got Screencast back up so the tutorial linked in Unitedstreaming should work. steve ________________________________ From: technology-bounces at nifl.gov on behalf of Lalitha Garapaty Sent: Sat 11/17/2007 4:53 PM To: technology at nifl.gov Subject: [Technology 1383] Send your students a phone message,yourself a reminder, or.... Some thoughts with reference to adult literacy - For busy adults working sometimes more than one job and have little time/energy to work on self-literacy - Use as a medium of instruction - post, post-classroom content as a thirty second podcast via phone, for re-emphasis, recall and to share tips. For ex. "whenever you see this word, it should remind you of pronoun." Among adult literacy instructors - Sharing instructional tips, a change in instructional strategy, change of content if it makes better sense during teaching. This exchange as voice mail or text message would enable other instructors to test these immediately in their classes and communicate the same with others. Lalitha --- technology-request at nifl.gov wrote: > Send Technology mailing list submissions to > technology at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, > visit > http://www.nifl.gov/mailman/listinfo/technology > or, via email, send a message with subject or body > 'help' to > technology-request at nifl.gov > > You can reach the person managing the list at > technology-owner at nifl.gov > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of Technology digest..." > > > Today's Topics: > > 1. [Technology 1379] Re: Send your students a > phone message, > yourself a reminder, or.... (Kuulei Reeser) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Fri, 16 Nov 2007 12:22:21 -1000 > From: "Kuulei Reeser" > Subject: [Technology 1379] Re: Send your students a > phone message, > yourself a reminder, or.... > To: "'The Technology and Literacy Discussion List'" > > Message-ID: <000001c8289f$288ab830$0600a8c0 at Kuulei1> > Content-Type: text/plain; charset="us-ascii" > > Hi David, > > > > I hope this email is not arriving too late to > participate in your offer to > provide the URL for this phone message service. > > > > With this service, I can envision our teachers using > this service to remind > students of homework assignments, tests, fieldtrips, > etc. I can also > envision it being used by the students on class > projects in order to > collaborate with each other. For example, our high > school foundations kids > (pre-GED) recently went on a field trip to our ocean > center and each was > assigned a fish species to study. If we had this > service, each student > could send a phone message to the other students > highlighting 5 features of > their species, then the other students could save > each message and record > them in their notes when they got back to class. > This could all be done at > the ocean center when the students are scattered > across the site studying > their fish. > > > > Just an idea. I am interested in hearing more about > this service. > > > > Thanks, > > Ku'ulei Reeser > > > > Hui Malama Learning Center > > Technology Coordinator > > > > > > _____ > > From: David J. Rosen [mailto:djrosen at comcast.net] > Sent: Monday, October 15, 2007 6:24 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1353] Send your students a > phone message,yourself a > reminder, or.... > > > > Technology colleagues, > > > > Suppose there were a free service that enabled you > -- from a cell phone or a > land line -- to send up to a 30-second voice message > to yourself, or to > anyone you had listed in an address book that you > had created for this > purpose. Suppose your students could send messages > this way, too, from their > phones. Suppose when you called the toll-free number > (U.S. and Canada only) > it said "Hi (your name), who do you want to send a > message to? " Suppose you > then said the person's name (or "me" for sending > yourself reminders). Then, > suppose you spoke your brief message. Then, in a few > minutes, suppose the > message were sent to an e-mail address (as a > translated text message, with a > "real voice" audio option) or as an SMS text > message. Suppose, also, that > you could set up a group of people, and whenever you > wanted to, you could > send them all one voice/text/email message. (Suppose > this group were all the > students in your class, or all the instructors at > your program, who have > either a land line or cell phone.) > > > > Such a free service exists. (There may be more than > one, but I only know of > one.) If you would like to know what it is, here's > the catch: you have to > email me (djrosen at comcast.net) at least one idea of > how you would use this > with students. Then I will email you the URL for the > free service. I am not > promoting this service particularly (although I do > think it could be > useful.) What I am trying to do is to use the > collective intelligence, > imagination and experience of subscribers on this > list to collect ideas > about how to use such a technology. I will compile > whatever I get and send a > summary back to this list. > > > > If you want to know the Web address, send me -- not > the Technology list -- > your idea(s) about how to use this service with your > basic literacy, ESOL, > ABE, ASE, or college transition students, students > -- in a face-to-face or > on-line setting. > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://www.nifl.gov/pipermail/technology/attachments/20071116/423e11d5/attach ment-0001.html > > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/technology > > End of Technology Digest, Vol 26, Issue 6 > ***************************************** > _____________________________________________________________________________ _______ Be a better pen pal. Text or chat with friends inside Yahoo! Mail. See how. http://overview.mail.yahoo.com/ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to sgwynne at sdccd.edu From pumarosa21 at yahoo.com Wed Nov 21 14:15:18 2007 From: pumarosa21 at yahoo.com (Paul Rogers) Date: Wed, 21 Nov 2007 11:15:18 -0800 (PST) Subject: [Technology 1387] Paul Rogers Introduction In-Reply-To: <1195579375.95d9d4cfgibson4@student.gsu.edu> Message-ID: <692027.92541.qm@web36914.mail.mud.yahoo.com> I just joined this list and would like to introduce myself. I am the author and voice of a free ESL website for adult Spanish speakers, PUMAROSA.COM. Recently I was hired by El Concilio del Condado in Oxnard, California to coordinate family literacy programs. There are classes in Citizenship, ESL, Computers and eventually there will be classes in Spanish literacy. So, I am very eager to participate in the discussions on this list and to "meet' others in a similar setting. Sincerely, Paul Rogers --------------------------------- Be a better pen pal. Text or chat with friends inside Yahoo! Mail. See how. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071121/83e00ed6/attachment.html From luoyan629 at hotmail.com Thu Nov 22 01:15:46 2007 From: luoyan629 at hotmail.com (luoyan) Date: Thu, 22 Nov 2007 14:15:46 +0800 Subject: [Technology 1388] Re: Technology Digest, Vol 26, Issue 10 In-Reply-To: References: Message-ID: Hi, David: This is Yan Luo from Georgia State University. I am so interested in the service you introduced to us. Three months ago, my friends and I tryed to figure out how to tranlate voice into text messages which exactly like what you introduced to us.After a careful search for most compatable software, we selected Dragon Naturally Speaking which is produced by Nuance Communications,Inc.It turned out very disappoiting since the product did not work as well as we saw in their commercials. The product needs a long-time traning in order to recognize certain person's voice, which means it is impossible to be used for public purpose.The voice recognition service introduced in your last posing sounds awesome according to your introduction. I really hope I could have a chance to try it. Must be very exciting :) I will email you personally about my idea on using this service for learning later.Hope we can communicate a little bit more on this topic. Yan Luo Georgia State University > From: technology-request at nifl.gov> Subject: Technology Digest, Vol 26, Issue 10> To: technology at nifl.gov> Date: Wed, 21 Nov 2007 12:00:03 -0500> > Send Technology mailing list submissions to> technology at nifl.gov> > To subscribe or unsubscribe via the World Wide Web, visit> http://www.nifl.gov/mailman/listinfo/technology> or, via email, send a message with subject or body 'help' to> technology-request at nifl.gov> > You can reach the person managing the list at> technology-owner at nifl.gov> > When replying, please edit your Subject line so it is more specific> than "Re: Contents of Technology digest..."> > > Today's Topics:> > 1. [Technology 1385] Re: Send your students a phone message,> yourself a reminder, or.... (Frederick W. Gibson)> 2. [Technology 1385] Re: Send your students a phone message,> yourself a reminder, or.... (Mariann Fedele)> 3. [Technology 1386] Re: Send your students a phone message,> yourself a reminder, or.... (Frederick W. Gibson)> > > ----------------------------------------------------------------------> > Message: 1> Date: Tue, 20 Nov 2007 16:52:18 +0000> From: "Frederick W. Gibson" > Subject: [Technology 1385] Re: Send your students a phone message,> yourself a reminder, or....> To: technology at nifl.gov> Message-ID: <1195577538.b9db104fgibson4 at student.gsu.edu>> Content-Type: text/plain; charset="UTF-8"> > Hello everyone:> > Please checkout this website on integrating technology in adult literacy education. > > http://alri.org/harness.html> > Imagine all of the money that our government spends on war and housing young men in jail, if that money along could be spent on adult literacy how better off our country would be. Why is this difficult for our government to see.> > Thanks,> Fred Gibson> GSU> > > > Harnessing Technology to Serve Adult Literacy > > -----Original Message-----> From: Lalitha Garapaty > To: technology at nifl.gov> Date: Sat, 17 Nov 2007 16:53:02 -0800 (PST)> Subject: [Technology 1383] Send your students a phone message, yourself a reminder, or....> > > Some thoughts with reference to adult literacy -> > For busy adults working sometimes more than one job> and have little time/energy to work on self-literacy -> > Use as a medium of instruction - post, post-classroom> content as a thirty second podcast via phone, for> re-emphasis, recall and to share tips. For ex.> "whenever you see this word, it should remind you of> pronoun."> > Among adult literacy instructors - > Sharing instructional tips, a change in instructional> strategy, change of content if it makes better sense> during teaching. This exchange as voice mail or text> message would enable other instructors to test these> immediately in their classes and communicate the same> with others.> > Lalitha> > --- technology-request at nifl.gov wrote:> > > Send Technology mailing list submissions to> > technology at nifl.gov> > > > To subscribe or unsubscribe via the World Wide Web,> > visit> > http://www.nifl.gov/mailman/listinfo/technology> > or, via email, send a message with subject or body> > 'help' to> > technology-request at nifl.gov> > > > You can reach the person managing the list at> > technology-owner at nifl.gov> > > > When replying, please edit your Subject line so it> > is more specific> > than "Re: Contents of Technology digest..."> > > > > > Today's Topics:> > > > 1. [Technology 1379] Re: Send your students a> > phone message,> > yourself a reminder, or.... (Kuulei Reeser)> > > > > >> ----------------------------------------------------------------------> > > > Message: 1> > Date: Fri, 16 Nov 2007 12:22:21 -1000> > From: "Kuulei Reeser" > > Subject: [Technology 1379] Re: Send your students a> > phone message,> > yourself a reminder, or....> > To: "'The Technology and Literacy Discussion List'"> > > > Message-ID: <000001c8289f$288ab830$0600a8c0 at Kuulei1>> > Content-Type: text/plain; charset="us-ascii"> > > > Hi David,> > > > > > > > I hope this email is not arriving too late to> > participate in your offer to> > provide the URL for this phone message service. > > > > > > > > With this service, I can envision our teachers using> > this service to remind> > students of homework assignments, tests, fieldtrips,> > etc. I can also> > envision it being used by the students on class> > projects in order to> > collaborate with each other. For example, our high> > school foundations kids> > (pre-GED) recently went on a field trip to our ocean> > center and each was> > assigned a fish species to study. If we had this> > service, each student> > could send a phone message to the other students> > highlighting 5 features of> > their species, then the other students could save> > each message and record> > them in their notes when they got back to class. > > This could all be done at> > the ocean center when the students are scattered> > across the site studying> > their fish. > > > > > > > > Just an idea. I am interested in hearing more about> > this service.> > > > > > > > Thanks,> > > > Ku'ulei Reeser> > > > > > > > Hui Malama Learning Center> > > > Technology Coordinator> > > > > > > > > > > > _____ > > > > From: David J. Rosen [mailto:djrosen at comcast.net] > > Sent: Monday, October 15, 2007 6:24 AM> > To: The Technology and Literacy Discussion List> > Subject: [Technology 1353] Send your students a> > phone message,yourself a> > reminder, or....> > > > > > > > Technology colleagues,> > > > > > > > Suppose there were a free service that enabled you> > -- from a cell phone or a> > land line -- to send up to a 30-second voice message> > to yourself, or to> > anyone you had listed in an address book that you> > had created for this> > purpose. Suppose your students could send messages> > this way, too, from their> > phones. Suppose when you called the toll-free number> > (U.S. and Canada only)> > it said "Hi (your name), who do you want to send a> > message to? " Suppose you> > then said the person's name (or "me" for sending> > yourself reminders). Then,> > suppose you spoke your brief message. Then, in a few> > minutes, suppose the> > message were sent to an e-mail address (as a> > translated text message, with a> > "real voice" audio option) or as an SMS text> > message. Suppose, also, that> > you could set up a group of people, and whenever you> > wanted to, you could> > send them all one voice/text/email message. (Suppose> > this group were all the> > students in your class, or all the instructors at> > your program, who have> > either a land line or cell phone.)> > > > > > > > Such a free service exists. (There may be more than> > one, but I only know of> > one.) If you would like to know what it is, here's> > the catch: you have to> > email me (djrosen at comcast.net) at least one idea of> > how you would use this> > with students. Then I will email you the URL for the> > free service. I am not> > promoting this service particularly (although I do> > think it could be> > useful.) What I am trying to do is to use the> > collective intelligence,> > imagination and experience of subscribers on this> > list to collect ideas> > about how to use such a technology. I will compile> > whatever I get and send a> > summary back to this list.> > > > > > > > If you want to know the Web address, send me -- not> > the Technology list --> > your idea(s) about how to use this service with your> > basic literacy, ESOL,> > ABE, ASE, or college transition students, students> > -- in a face-to-face or> > on-line setting.> > > > > > > > David J. Rosen> > > > djrosen at comcast.net> > > > > > > > > > > > > > > > > > > > > > > > -------------- next part --------------> > An HTML attachment was scrubbed...> > URL:> >> http://www.nifl.gov/pipermail/technology/attachments/20071116/423e11d5/attachment-0001.html> > > > > > ------------------------------> > > > ----------------------------------------------------> > National Institute for Literacy> > Technology and Literacy mailing list> > Technology at nifl.gov> > To unsubscribe or change your subscription settings,> > please go to> > http://www.nifl.gov/mailman/listinfo/technology> > > > End of Technology Digest, Vol 26, Issue 6> > *****************************************> > > > > > ____________________________________________________________________________________> Be a better pen pal. > Text or chat with friends inside Yahoo! Mail. See how. http://overview.mail.yahoo.com/> ----------------------------------------------------> National Institute for Literacy> Technology and Literacy mailing list> Technology at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology> Email delivered to fgibson4 at student.gsu.edu> > > > > > ------------------------------> > Message: 2> Date: Tue, 20 Nov 2007 12:17:57 -0500> From: "Mariann Fedele" > Subject: [Technology 1385] Re: Send your students a phone message,> yourself a reminder, or....> To: "The Technology and Literacy Discussion List"> > Message-ID:> <6E8BC13A30982C44BCD32B38FB8F5AB85E6F1C at lac-exch.lacnyc.local>> Content-Type: text/plain; charset="us-ascii"> > Hello All,> > Thank you, Fred for sending the link to one of regular contributor,> David Rosen's resource pages.> I'm thinking about the rest of your post, and I of course agree with the> sentiment. The question I have for you and for the list is; If resources> for technology resources in adult literacy were made available what> should they be? What would we advocate for?> > Regards,> Mariann> > > Mariann Fedele> Director,> NYC Regional Adult Education Network> 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> www.lacnyc.org> > > -----Original Message-----> From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]> On Behalf Of Frederick W. Gibson> Sent: Tuesday, November 20, 2007 11:52 AM> To: technology at nifl.gov> Subject: [Technology 1385] Re: Send your students a phone> message,yourself a reminder, or....> > Hello everyone:> > Please checkout this website on integrating technology in adult literacy> education. > > http://alri.org/harness.html> > Imagine all of the money that our government spends on war and housing> young men in jail, if that money along could be spent on adult literacy> how better off our country would be. Why is this difficult for our> government to see.> > Thanks,> Fred Gibson> GSU> > > > Harnessing Technology to Serve Adult Literacy > > -----Original Message-----> From: Lalitha Garapaty > To: technology at nifl.gov> Date: Sat, 17 Nov 2007 16:53:02 -0800 (PST)> Subject: [Technology 1383] Send your students a phone message, yourself> a reminder, or....> > > Some thoughts with reference to adult literacy -> > For busy adults working sometimes more than one job> and have little time/energy to work on self-literacy -> > Use as a medium of instruction - post, post-classroom> content as a thirty second podcast via phone, for> re-emphasis, recall and to share tips. For ex.> "whenever you see this word, it should remind you of> pronoun."> > Among adult literacy instructors - > Sharing instructional tips, a change in instructional> strategy, change of content if it makes better sense> during teaching. This exchange as voice mail or text> message would enable other instructors to test these> immediately in their classes and communicate the same> with others.> > Lalitha> > --- technology-request at nifl.gov wrote:> > > Send Technology mailing list submissions to> > technology at nifl.gov> > > > To subscribe or unsubscribe via the World Wide Web,> > visit> > http://www.nifl.gov/mailman/listinfo/technology> > or, via email, send a message with subject or body> > 'help' to> > technology-request at nifl.gov> > > > You can reach the person managing the list at> > technology-owner at nifl.gov> > > > When replying, please edit your Subject line so it> > is more specific> > than "Re: Contents of Technology digest..."> > > > > > Today's Topics:> > > > 1. [Technology 1379] Re: Send your students a> > phone message,> > yourself a reminder, or.... (Kuulei Reeser)> > > > > >> ----------------------------------------------------------------------> > > > Message: 1> > Date: Fri, 16 Nov 2007 12:22:21 -1000> > From: "Kuulei Reeser" > > Subject: [Technology 1379] Re: Send your students a> > phone message,> > yourself a reminder, or....> > To: "'The Technology and Literacy Discussion List'"> > > > Message-ID: <000001c8289f$288ab830$0600a8c0 at Kuulei1>> > Content-Type: text/plain; charset="us-ascii"> > > > Hi David,> > > > > > > > I hope this email is not arriving too late to> > participate in your offer to> > provide the URL for this phone message service. > > > > > > > > With this service, I can envision our teachers using> > this service to remind> > students of homework assignments, tests, fieldtrips,> > etc. I can also> > envision it being used by the students on class> > projects in order to> > collaborate with each other. For example, our high> > school foundations kids> > (pre-GED) recently went on a field trip to our ocean> > center and each was> > assigned a fish species to study. If we had this> > service, each student> > could send a phone message to the other students> > highlighting 5 features of> > their species, then the other students could save> > each message and record> > them in their notes when they got back to class. > > This could all be done at> > the ocean center when the students are scattered> > across the site studying> > their fish. > > > > > > > > Just an idea. I am interested in hearing more about> > this service.> > > > > > > > Thanks,> > > > Ku'ulei Reeser> > > > > > > > Hui Malama Learning Center> > > > Technology Coordinator> > > > > > > > > > > > _____ > > > > From: David J. Rosen [mailto:djrosen at comcast.net] > > Sent: Monday, October 15, 2007 6:24 AM> > To: The Technology and Literacy Discussion List> > Subject: [Technology 1353] Send your students a> > phone message,yourself a> > reminder, or....> > > > > > > > Technology colleagues,> > > > > > > > Suppose there were a free service that enabled you> > -- from a cell phone or a> > land line -- to send up to a 30-second voice message> > to yourself, or to> > anyone you had listed in an address book that you> > had created for this> > purpose. Suppose your students could send messages> > this way, too, from their> > phones. Suppose when you called the toll-free number> > (U.S. and Canada only)> > it said "Hi (your name), who do you want to send a> > message to? " Suppose you> > then said the person's name (or "me" for sending> > yourself reminders). Then,> > suppose you spoke your brief message. Then, in a few> > minutes, suppose the> > message were sent to an e-mail address (as a> > translated text message, with a> > "real voice" audio option) or as an SMS text> > message. Suppose, also, that> > you could set up a group of people, and whenever you> > wanted to, you could> > send them all one voice/text/email message. (Suppose> > this group were all the> > students in your class, or all the instructors at> > your program, who have> > either a land line or cell phone.)> > > > > > > > Such a free service exists. (There may be more than> > one, but I only know of> > one.) If you would like to know what it is, here's> > the catch: you have to> > email me (djrosen at comcast.net) at least one idea of> > how you would use this> > with students. Then I will email you the URL for the> > free service. I am not> > promoting this service particularly (although I do> > think it could be> > useful.) What I am trying to do is to use the> > collective intelligence,> > imagination and experience of subscribers on this> > list to collect ideas> > about how to use such a technology. I will compile> > whatever I get and send a> > summary back to this list.> > > > > > > > If you want to know the Web address, send me -- not> > the Technology list --> > your idea(s) about how to use this service with your> > basic literacy, ESOL,> > ABE, ASE, or college transition students, students> > -- in a face-to-face or> > on-line setting.> > > > > > > > David J. Rosen> > > > djrosen at comcast.net> > > > > > > > > > > > > > > > > > > > > > > > -------------- next part --------------> > An HTML attachment was scrubbed...> > URL:> >> http://www.nifl.gov/pipermail/technology/attachments/20071116/423e11d5/a> ttachment-0001.html> > > > > > ------------------------------> > > > ----------------------------------------------------> > National Institute for Literacy> > Technology and Literacy mailing list> > Technology at nifl.gov> > To unsubscribe or change your subscription settings,> > please go to> > http://www.nifl.gov/mailman/listinfo/technology> > > > End of Technology Digest, Vol 26, Issue 6> > *****************************************> > > > > > > ________________________________________________________________________> ____________> Be a better pen pal. > Text or chat with friends inside Yahoo! Mail. See how.> http://overview.mail.yahoo.com/> ----------------------------------------------------> National Institute for Literacy> Technology and Literacy mailing list> Technology at nifl.gov> To unsubscribe or change your subscription settings, please go to> http://www.nifl.gov/mailman/listinfo/technology> Email delivered to fgibson4 at student.gsu.edu> > > > ----------------------------------------------------> National Institute for Literacy> Technology and Literacy mailing list> Technology at nifl.gov> To unsubscribe or change your subscription settings, please go to> http://www.nifl.gov/mailman/listinfo/technology> Email delivered to mariannf at lacnyc.org> > > ------------------------------> > Message: 3> Date: Tue, 20 Nov 2007 17:22:55 +0000> From: "Frederick W. Gibson" > Subject: [Technology 1386] Re: Send your students a phone message,> yourself a reminder, or....> To: technology at nifl.gov> Cc: fgibson4student at bellsouth.net> Message-ID: <1195579375.95d9d4cfgibson4 at student.gsu.edu>> Content-Type: text/plain; charset="UTF-8"> > Hello everyone> Check ouit these websites,one is by Rosen that you may have already seen. I think there great for intergrating technology into adult literacy.> > Harnessing Technology to Serve Adult Literacy > > http://alri.org/harness.html> > http://www.altn.org/techtraining/> -----Original Message-----> From: "Steve Gwynne" > To: "The Technology and Literacy Discussion List" > Date: Mon, 19 Nov 2007 10:54:55 -0800> Subject: [Technology 1384] Re: Send your students a phone message, yourself a reminder, or....> > Hi Donna,> > Just wanted you to know, I got Screencast back up so the tutorial linked in> Unitedstreaming should work.> steve> > ________________________________> > From: technology-bounces at nifl.gov on behalf of Lalitha Garapaty> Sent: Sat 11/17/2007 4:53 PM> To: technology at nifl.gov> Subject: [Technology 1383] Send your students a phone message,yourself a> reminder, or....> > > > > Some thoughts with reference to adult literacy -> > For busy adults working sometimes more than one job> and have little time/energy to work on self-literacy -> > Use as a medium of instruction - post, post-classroom> content as a thirty second podcast via phone, for> re-emphasis, recall and to share tips. For ex.> "whenever you see this word, it should remind you of> pronoun."> > Among adult literacy instructors -> Sharing instructional tips, a change in instructional> strategy, change of content if it makes better sense> during teaching. This exchange as voice mail or text> message would enable other instructors to test these> immediately in their classes and communicate the same> with others.> > Lalitha> > --- technology-request at nifl.gov wrote:> > > Send Technology mailing list submissions to> > technology at nifl.gov> >> > To subscribe or unsubscribe via the World Wide Web,> > visit> > http://www.nifl.gov/mailman/listinfo/technology> > or, via email, send a message with subject or body> > 'help' to> > technology-request at nifl.gov> >> > You can reach the person managing the list at> > technology-owner at nifl.gov> >> > When replying, please edit your Subject line so it> > is more specific> > than "Re: Contents of Technology digest..."> >> >> > Today's Topics:> >> > 1. [Technology 1379] Re: Send your students a> > phone message,> > yourself a reminder, or.... (Kuulei Reeser)> >> >> >> ----------------------------------------------------------------------> >> > Message: 1> > Date: Fri, 16 Nov 2007 12:22:21 -1000> > From: "Kuulei Reeser" > > Subject: [Technology 1379] Re: Send your students a> > phone message,> > yourself a reminder, or....> > To: "'The Technology and Literacy Discussion List'"> > > > Message-ID: <000001c8289f$288ab830$0600a8c0 at Kuulei1>> > Content-Type: text/plain; charset="us-ascii"> >> > Hi David,> >> > > >> > I hope this email is not arriving too late to> > participate in your offer to> > provide the URL for this phone message service.> >> > > >> > With this service, I can envision our teachers using> > this service to remind> > students of homework assignments, tests, fieldtrips,> > etc. I can also> > envision it being used by the students on class> > projects in order to> > collaborate with each other. For example, our high> > school foundations kids> > (pre-GED) recently went on a field trip to our ocean> > center and each was> > assigned a fish species to study. If we had this> > service, each student> > could send a phone message to the other students> > highlighting 5 features of> > their species, then the other students could save> > each message and record> > them in their notes when they got back to class.> > This could all be done at> > the ocean center when the students are scattered> > across the site studying> > their fish. > >> > > >> > Just an idea. I am interested in hearing more about> > this service.> >> > > >> > Thanks,> >> > Ku'ulei Reeser> >> > > >> > Hui Malama Learning Center> >> > Technology Coordinator> >> > > >> > > >> > _____ > >> > From: David J. Rosen [mailto:djrosen at comcast.net]> > Sent: Monday, October 15, 2007 6:24 AM> > To: The Technology and Literacy Discussion List> > Subject: [Technology 1353] Send your students a> > phone message,yourself a> > reminder, or....> >> > > >> > Technology colleagues,> >> > > >> > Suppose there were a free service that enabled you> > -- from a cell phone or a> > land line -- to send up to a 30-second voice message> > to yourself, or to> > anyone you had listed in an address book that you> > had created for this> > purpose. Suppose your students could send messages> > this way, too, from their> > phones. Suppose when you called the toll-free number> > (U.S. and Canada only)> > it said "Hi (your name), who do you want to send a> > message to? " Suppose you> > then said the person's name (or "me" for sending> > yourself reminders). Then,> > suppose you spoke your brief message. Then, in a few> > minutes, suppose the> > message were sent to an e-mail address (as a> > translated text message, with a> > "real voice" audio option) or as an SMS text> > message. Suppose, also, that> > you could set up a group of people, and whenever you> > wanted to, you could> > send them all one voice/text/email message. (Suppose> > this group were all the> > students in your class, or all the instructors at> > your program, who have> > either a land line or cell phone.)> >> > > >> > Such a free service exists. (There may be more than> > one, but I only know of> > one.) If you would like to know what it is, here's> > the catch: you have to> > email me (djrosen at comcast.net) at least one idea of> > how you would use this> > with students. Then I will email you the URL for the> > free service. I am not> > promoting this service particularly (although I do> > think it could be> > useful.) What I am trying to do is to use the> > collective intelligence,> > imagination and experience of subscribers on this> > list to collect ideas> > about how to use such a technology. I will compile> > whatever I get and send a> > summary back to this list.> >> > > >> > If you want to know the Web address, send me -- not> > the Technology list --> > your idea(s) about how to use this service with your> > basic literacy, ESOL,> > ABE, ASE, or college transition students, students> > -- in a face-to-face or> > on-line setting.> >> > > >> > David J. Rosen> >> > djrosen at comcast.net> >> > > >> > > >> > > >> > > >> > > >> > -------------- next part --------------> > An HTML attachment was scrubbed...> > URL:> >> http://www.nifl.gov/pipermail/technology/attachments/20071116/423e11d5/attach> ment-0001.html> >> >> > ------------------------------> >> > ----------------------------------------------------> > National Institute for Literacy> > Technology and Literacy mailing list> > Technology at nifl.gov> > To unsubscribe or change your subscription settings,> > please go to> > http://www.nifl.gov/mailman/listinfo/technology> >> > End of Technology Digest, Vol 26, Issue 6> > *****************************************> >> > > > > _____________________________________________________________________________> _______> Be a better pen pal.> Text or chat with friends inside Yahoo! Mail. See how.> http://overview.mail.yahoo.com/> ----------------------------------------------------> National Institute for Literacy> Technology and Literacy mailing list> Technology at nifl.gov> To unsubscribe or change your subscription settings, please go to> http://www.nifl.gov/mailman/listinfo/technology> Email delivered to sgwynne at sdccd.edu> > > > > > > > ------------------------------> > ----------------------------------------------------> National Institute for Literacy> Technology and Literacy mailing list> Technology at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology> > End of Technology Digest, Vol 26, Issue 10> ****************************************** _________________________________________________________________ ????? MSN ?????????? http://mobile.msn.com.cn/ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071122/94b24d2d/attachment.html From bragge324 at gmail.com Thu Nov 22 15:45:22 2007 From: bragge324 at gmail.com (Eric Bragg) Date: Thu, 22 Nov 2007 15:45:22 -0500 Subject: [Technology 1389] Re: IBM Introduces Video Game to Help University Students Develop Business Skills In-Reply-To: <1194442084.eb389a4mjackson23@student.gsu.edu> References: <1194442084.eb389a4mjackson23@student.gsu.edu> Message-ID: Mary, Thanks for your post. I found this article very interesting. I think that people learn best by doing. As an educator, I have found that my students retain so much more if I have created an interactive lesson. This program seems to accommodate aural, visual, and kinesthetic learners. This software seems to be very innovative in that it is educational and engaging. From the description and the pictures, it seems that this software is an IT department's version of The Sims. Have you used this software before? Does IBM have ambition to release k-12 software that has similar curriculum goals? I am very interested in this product. Thanks again. Eric Bragg On 11/7/07, Mary Alice Jackson wrote: > > Here's another use of gaming for learning. Perhaps some of you are aware > of it at your unversity. > > http://www-03.ibm.com/press/us/en/pressrelease/22549.wss > > > Mary > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to bragge324 at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071122/c58035ac/attachment.html From bragge324 at gmail.com Thu Nov 22 15:46:44 2007 From: bragge324 at gmail.com (Eric Bragg) Date: Thu, 22 Nov 2007 15:46:44 -0500 Subject: [Technology 1390] Re: IBM Introduces Video Game to Help University Students Develop Business Skills In-Reply-To: <1194442084.eb389a4mjackson23@student.gsu.edu> References: <1194442084.eb389a4mjackson23@student.gsu.edu> Message-ID: Mary, Thanks for your post. I found this article very interesting. I think that people learn best by doing. As an educator, I have found that my students retain so much more if I have created an interactive lesson. This program seems to accommodate aural, visual, and kinesthetic learners. This software seems to be very innovative in that it is educational and engaging. From the description and the pictures, it seems that this software is an IT department's version of The Sims. Have you used this software before? Does IBM have ambition to release k-12 software that has similar curriculum goals? I am very interested in this product. Thanks again. Eric Bragg On 11/7/07, Mary Alice Jackson wrote: > > Here's another use of gaming for learning. Perhaps some of you are aware > of it at your unversity. > > http://www-03.ibm.com/press/us/en/pressrelease/22549.wss > > > Mary > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to bragge324 at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071122/1d81e046/attachment.html From bragge324 at gmail.com Thu Nov 22 16:01:03 2007 From: bragge324 at gmail.com (Eric Bragg) Date: Thu, 22 Nov 2007 16:01:03 -0500 Subject: [Technology 1391] Re: New technology skills for living in a democracy In-Reply-To: <87AE0A77-4642-4136-8991-FE4C40713CC2@comcast.net> References: <87AE0A77-4642-4136-8991-FE4C40713CC2@comcast.net> Message-ID: David, Thanks so much for you post. I have been working with film with 5th graders for the last four years. Teaching them this new digital technology has been very rewarding for them, and they really enjoy learning how movies are made. After my work with the students, I've had many of them go on to work at the middle and high school levels with films and even made their own movies to put on You Tube. The only thing to be cautious about is that most kids under 18 have to sign a publicity release before they can upload themselves to a website within the academic setting. Privately, they can do whatever they like. Encouraging them to play with this technology will ultimately make them more prepared to survive in a digital world. Eric Bragg On 10/25/07, David J. Rosen wrote: > > Technology Colleagues, > > The ability to video record yourself may now be an essential tool to make > your voice heard -- and seen -- in our democratic process. You may be aware > that YouTube has been providing opportunities for ordinary people to make > short videos, post them, and perhaps to have them selected for presidential > candidate debates. > > > http://youtube.com/debates > > > Now, former Vice President, Al Gore, has created *Viewpoints* > > > http://current.com/viewpoints > > > which he describes as follows: > > > "Viewpoints is a virtual town hall where you can share your opinions, in > video, about the issues that matter in the 2008 election: from global > warming to government eavesdropping, and many more. > > This digital town hall is already bustling, and you can find viewpoints > from me and from a lot of people, including the candidates running for > President. Come and listen to their positions and, more importantly, tell > them and the rest of the world what you think!" > > http://current.com/viewpoints > > Is making short digital videos a new technology competency for > participating in the democratic process? Should we be teaching students how > to make digital videos and how to upload them to Web sites? Should we also > be teaching students how to use telephones and email to contact candidates' > campaigns to make their concerns known? In a democracy is this a new basic > communication skill? > > David J. Rosen > djrosen at comcast.net > > > > > > > > > > > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to bragge324 at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071122/905e1aea/attachment.html From luoyan629 at hotmail.com Sat Nov 24 05:29:55 2007 From: luoyan629 at hotmail.com (luoyan) Date: Sat, 24 Nov 2007 18:29:55 +0800 Subject: [Technology 1392] Re: IBM Introduces Video Game to Help In-Reply-To: References: Message-ID: Hi, Mary: This is an interesting article, thanks for sharing. As a student, I believe that students will be higly motivated if they can learn through playing game.In addition, the simulated environment provided by educational games offer students great opportunities to apply what they have learned in class. Do you know where I can download a free version to play with? I failed to find any link allowing me to do that. Thanks you again for sharing! Yan Luo > From: technology-request at nifl.gov> Subject: Technology Digest, Vol 26, Issue 13> To: technology at nifl.gov> Date: Fri, 23 Nov 2007 12:00:02 -0500> > Send Technology mailing list submissions to> technology at nifl.gov> > To subscribe or unsubscribe via the World Wide Web, visit> http://www.nifl.gov/mailman/listinfo/technology> or, via email, send a message with subject or body 'help' to> technology-request at nifl.gov> > You can reach the person managing the list at> technology-owner at nifl.gov> > When replying, please edit your Subject line so it is more specific> than "Re: Contents of Technology digest..."> > > Today's Topics:> > 1. [Technology 1389] Re: IBM Introduces Video Game to Help> University Students Develop Business Skills (Eric Bragg)> 2. [Technology 1390] Re: IBM Introduces Video Game to Help> University Students Develop Business Skills (Eric Bragg)> 3. [Technology 1391] Re: New technology skills for living in a> democracy (Eric Bragg)> > > ----------------------------------------------------------------------> > Message: 1> Date: Thu, 22 Nov 2007 15:45:22 -0500> From: "Eric Bragg" > Subject: [Technology 1389] Re: IBM Introduces Video Game to Help> University Students Develop Business Skills> To: "The Technology and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plain; charset="iso-8859-1"> > Mary,> > Thanks for your post. I found this article very interesting. I> think that people learn best by doing. As an educator, I have found that my> students retain so much more if I have created an interactive lesson. This> program seems to accommodate aural, visual, and kinesthetic learners. This> software seems to be very innovative in that it is educational and> engaging. From the description and the pictures, it seems that this> software is an IT department's version of The Sims. Have you used this> software before? Does IBM have ambition to release k-12 software that has> similar curriculum goals? I am very interested in this product. Thanks> again.> > Eric Bragg> > > On 11/7/07, Mary Alice Jackson wrote:> >> > Here's another use of gaming for learning. Perhaps some of you are aware> > of it at your unversity.> >> > http://www-03.ibm.com/press/us/en/pressrelease/22549.wss> >> >> > Mary> > ----------------------------------------------------> > National Institute for Literacy> > Technology and Literacy mailing list> > Technology at nifl.gov> > To unsubscribe or change your subscription settings, please go to> > http://www.nifl.gov/mailman/listinfo/technology> > Email delivered to bragge324 at gmail.com> >> -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/technology/attachments/20071122/c58035ac/attachment-0001.html > > ------------------------------> > Message: 2> Date: Thu, 22 Nov 2007 15:46:44 -0500> From: "Eric Bragg" > Subject: [Technology 1390] Re: IBM Introduces Video Game to Help> University Students Develop Business Skills> To: "The Technology and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plain; charset="iso-8859-1"> > Mary,> > Thanks for your post. I found this article very interesting. I> think that people learn best by doing. As an educator, I have found that my> students retain so much more if I have created an interactive lesson. This> program seems to accommodate aural, visual, and kinesthetic learners. This> software seems to be very innovative in that it is educational and> engaging. From the description and the pictures, it seems that this> software is an IT department's version of The Sims. Have you used this> software before? Does IBM have ambition to release k-12 software that has> similar curriculum goals? I am very interested in this product. Thanks> again.> > Eric Bragg> > > > On 11/7/07, Mary Alice Jackson wrote:> >> > Here's another use of gaming for learning. Perhaps some of you are aware> > of it at your unversity.> >> > http://www-03.ibm.com/press/us/en/pressrelease/22549.wss> >> >> > Mary> > ----------------------------------------------------> > National Institute for Literacy> > Technology and Literacy mailing list> > Technology at nifl.gov> > To unsubscribe or change your subscription settings, please go to> > http://www.nifl.gov/mailman/listinfo/technology> > Email delivered to bragge324 at gmail.com> >> -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/technology/attachments/20071122/1d81e046/attachment-0001.html > > ------------------------------> > Message: 3> Date: Thu, 22 Nov 2007 16:01:03 -0500> From: "Eric Bragg" > Subject: [Technology 1391] Re: New technology skills for living in a> democracy> To: "The Technology and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plain; charset="iso-8859-1"> > David,> > Thanks so much for you post. I have been working with film with 5th graders> for the last four years. Teaching them this new digital technology has been> very rewarding for them, and they really enjoy learning how movies are made.> After my work with the students, I've had many of them go on to work at the> middle and high school levels with films and even made their own movies to> put on You Tube. The only thing to be cautious about is that most kids> under 18 have to sign a publicity release before they can upload themselves> to a website within the academic setting. Privately, they can do whatever> they like. Encouraging them to play with this technology will ultimately> make them more prepared to survive in a digital world.> > Eric Bragg> > > On 10/25/07, David J. Rosen wrote:> >> > Technology Colleagues,> >> > The ability to video record yourself may now be an essential tool to make> > your voice heard -- and seen -- in our democratic process. You may be aware> > that YouTube has been providing opportunities for ordinary people to make> > short videos, post them, and perhaps to have them selected for presidential> > candidate debates.> >> >> > http://youtube.com/debates> >> >> > Now, former Vice President, Al Gore, has created *Viewpoints*> >> >> > http://current.com/viewpoints> >> >> > which he describes as follows:> >> >> > "Viewpoints is a virtual town hall where you can share your opinions, in> > video, about the issues that matter in the 2008 election: from global> > warming to government eavesdropping, and many more.> >> > This digital town hall is already bustling, and you can find viewpoints> > from me and from a lot of people, including the candidates running for> > President. Come and listen to their positions and, more importantly, tell> > them and the rest of the world what you think!"> >> > http://current.com/viewpoints> >> > Is making short digital videos a new technology competency for> > participating in the democratic process? Should we be teaching students how> > to make digital videos and how to upload them to Web sites? Should we also> > be teaching students how to use telephones and email to contact candidates'> > campaigns to make their concerns known? In a democracy is this a new basic> > communication skill?> >> > David J. Rosen> > djrosen at comcast.net> >> >> >> >> >> >> >> >> >> >> >> >> >> > ----------------------------------------------------> > National Institute for Literacy> > Technology and Literacy mailing list> > Technology at nifl.gov> > To unsubscribe or change your subscription settings, please go to> > http://www.nifl.gov/mailman/listinfo/technology> > Email delivered to bragge324 at gmail.com> >> -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/technology/attachments/20071122/905e1aea/attachment-0001.html > > ------------------------------> > ----------------------------------------------------> National Institute for Literacy> Technology and Literacy mailing list> Technology at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology> > End of Technology Digest, Vol 26, Issue 13> ****************************************** _________________________________________________________________ ????Windows Live ???????????? http://get.live.cn -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071124/c57c81bc/attachment.html From djrosen at comcast.net Fri Nov 23 06:58:57 2007 From: djrosen at comcast.net (djrosen at comcast.net) Date: Fri, 23 Nov 2007 11:58:57 +0000 Subject: [Technology 1393] Re: New technology skills for living in a democracy Message-ID: <112320071158.11329.4746C080000F05DC00002C412214756402020A9C019D060B@comcast.net> -- David David J. Rosen djrosen at comcast.net -------------- Original message ---------------------- From: "Eric Bragg" > David, Eric wrote: > Thanks so much for you post. I have been working with film with 5th graders > for the last four years. Teaching them this new digital technology has been > very rewarding for them, and they really enjoy learning how movies are made. > After my work with the students, I've had many of them go on to work at the > middle and high school levels with films and even made their own movies to > put on You Tube. The only thing to be cautious about is that most kids > under 18 have to sign a publicity release before they can upload themselves > to a website within the academic setting. Privately, they can do whatever > they like. Encouraging them to play with this technology will ultimately > make them more prepared to survive in a digital world. Eric and others, I wonder if there are adult learners whom a Technology list subscriber could help to make a short video of their story that ended with a question for the presidential candidates such as those listed on the Literacy President web site. If so please let me know. David J. Rosen djrosen at comcast.net -------------- next part -------------- An embedded message was scrubbed... From: "Eric Bragg" Subject: [Technology 1391] Re: New technology skills for living in a democracy Date: Fri, 23 Nov 2007 02:15:41 +0000 Size: 8558 Url: http://www.nifl.gov/pipermail/technology/attachments/20071123/aa8ec0a6/attachment.mht From djrosen at comcast.net Fri Nov 23 14:01:24 2007 From: djrosen at comcast.net (David J. Rosen) Date: Fri, 23 Nov 2007 14:01:24 -0500 Subject: [Technology 1394] Re: Technology Digest, Vol 26, Issue 10 In-Reply-To: References: Message-ID: Hello Yan Luo, I doubt that jott.com translates voice to text better than Dragon Naturally Speaking. All of these voice-to-text products, from my experience, have their limitations, especially for those who do not speak U.S. standard English, but also for many native speakers. Let us know how it works for you, your friends and if you are teaching, for your students. David David J. Rosen djrosen at comcast.net On Nov 22, 2007, at 1:15 AM, luoyan wrote: > Hi, David: > This is Yan Luo from Georgia State University. I am so interested > in the service you introduced to us. Three months ago, my friends > and I tryed to figure out how to tranlate voice into text messages > which exactly like what you introduced to us.After a careful search > for most compatable software, we selected Dragon Naturally Speaking > which is produced by Nuance Communications,Inc.It turned out very > disappoiting since the product did not work as well as we saw in > their commercials. The product needs a long-time traning in order > to recognize certain person's voice, which means it is impossible > to be used for public purpose.The voice recognition service > introduced in your last posing sounds awesome according to your > introduction. I really hope I could have a chance to try it. Must > be very exciting :) I will email you personally about my idea on > using this service for learning later.Hope we can communicate a > little bit more on this topic. > > Yan Luo > Georgia State University > > > From: technology-request at nifl.gov > > Subject: Technology Digest, Vol 26, Issue 10 > > To: technology at nifl.gov > > Date: Wed, 21 Nov 2007 12:00:03 -0500 > > > > Send Technology mailing list submissions to > > technology at nifl.gov > > > > To subscribe or unsubscribe via the World Wide Web, visit > > http://www.nifl.gov/mailman/listinfo/technology > > or, via email, send a message with subject or body 'help' to > > technology-request at nifl.gov > > > > You can reach the person managing the list at > > technology-owner at nifl.gov > > > > When replying, please edit your Subject line so it is more specific > > than "Re: Contents of Technology digest..." > > > > > > Today's Topics: > > > > 1. [Technology 1385] Re: Send your students a phone message, > > yourself a reminder, or.... (Frederick W. Gibson) > > 2. [Technology 1385] Re: Send your students a phone message, > > yo urself a reminder, or.... (Mariann Fedele) > > 3. [Technology 1386] Re: Send your students a phone message, > > yourself a reminder, or.... (Frederick W. Gibson) > > > > > > > ---------------------------------------------------------------------- > > > > Message: 1 > > Date: Tue, 20 Nov 2007 16:52:18 +0000 > > From: "Frederick W. Gibson" > > Subject: [Technology 1385] Re: Send your students a phone message, > > yourself a reminder, or.... > > To: technology at nifl.gov > > Message-ID: <1195577538.b9db104fgibson4 at student.gsu.edu> > > Content-Type: text/plain; charset="UTF-8" > > > > Hello everyone: > > > > Please checkout this website on integrating technology in adult > literacy education. > > > > http://alri.org/harness.html > > > > Imagine all of the money that our government spends on war and > housing young men in jail, if that money along could b e spent on > adult literacy how better off our country would be. Why is this > difficult for our government to see. > > > > Thanks, > > Fred Gibson > > GSU > > > > > > > > Harnessing Technology to Serve Adult Literacy > > > > -----Original Message----- > > From: Lalitha Garapaty > > To: technology at nifl.gov > > Date: Sat, 17 Nov 2007 16:53:02 -0800 (PST) > > Subject: [Technology 1383] Send your students a phone message, > yourself a reminder, or.... > > > > > > Some thoughts with reference to adult literacy - > > > > For busy adults working sometimes more than one job > > and have little time/energy to work on self-literacy - > > > > Use as a medium of instruction - post, post-classroom > > content as a thirty second podcast via phone, for > > re-emphasis, recall and to share tips. For ex. > > "whenever you see this word, it should remind you of< BR>> pronoun." > > > > Among adult literacy instructors - > > Sharing instructional tips, a change in instructional > > strategy, change of content if it makes better sense > > during teaching. This exchange as voice mail or text > > message would enable other instructors to test these > > immediately in their classes and communicate the same > > with others. > > > > Lalitha > > > > --- technology-request at nifl.gov wrote: > > > > > Send Technology mailing list submissions to > > > technology at nifl.gov > > > > > > To subscribe or unsubscribe via the World Wide Web, > > > visit > > > http://www.nifl.gov/mailman/listinfo/technology > > > or, via email, send a message with subject or body > > > 'help' to > > > technology-request at nifl.gov > > > > > > You can reach the person managing the list at > > > technology-owner at nifl.gov > > > ; > > > When replying, please edit your Subject line so it > > > is more specific > > > than "Re: Contents of Technology digest..." > > > > > > > > > Today's Topics: > > > > > > 1. [Technology 1379] Re: Send your students a > > > phone message, > > > yourself a reminder, or.... (Kuulei Reeser) > > > > > > > > > > > > ---------------------------------------------------------------------- > > > > > > Message: 1 > > > Date: Fri, 16 Nov 2007 12:22:21 -1000 > > > From: "Kuulei Reeser" > > > Subject: [Technology 1379] Re: Send your students a > > > phone message, > > > yourself a reminder, or.... > > > To: "'The Technology and Literacy Discussion List'" > > > > > > Message-ID: <000001c8289f$288ab830$0600a8c0 at Kuulei1> > > > Content-Type: tex t/plain; charset="us-ascii" > > > > > > Hi David, > > > > > > > > > > > > I hope this email is not arriving too late to > > > participate in your offer to > > > provide the URL for this phone message service. > > > > > > > > > > > > With this service, I can envision our teachers using > > > this service to remind > > > students of homework assignments, tests, fieldtrips, > > > etc. I can also > > > envision it being used by the students on class > > > projects in order to > > > collaborate with each other. For example, our high > > > school foundations kids > > > (pre-GED) recently went on a field trip to our ocean > > > center and each was > > > assigned a fish species to study. If we had this > > > service, each student > > > could send a phone message to the other students > > > highlighting 5 features of > > > their species, then the other students could save > > > each message and record > > > them in their notes when they got back to class. > > > This could all be done at > > > the ocean center when the students are scattered > > > across the site studying > > > their fish. > > > > > > > > > > > > Just an idea. I am interested in hearing more about > > > this service. > > > > > > > > > > > > Thanks, > > > > > > Ku'ulei Reeser > > > > > > > > > > > > Hui Malama Learning Center > > > > > > Technology Coordinator > > > > > > > > > > > > > > > > > > _____ > > > > > > From: David J. Rosen [mailto:djrosen at comcast.net] > > > Sent: Monday, October 15, 2007 6:24 AM > > > To: The Technology and Literacy Discussion List > > > Subject: [Technology 1353] Send your students a > > > phone message,yourself a > > > reminder, or.... > > > > > > > > > > > > Technology colleagues, > > > > > > > > > > > > Suppose there were a free service that enabled you > > > -- from a cell phone or a > > > land line -- to send up to a 30-second voice message > > > to yourself, or to > > > anyone you had listed in an address book that you > > > had created for this > > > purpose. Suppose your students could send messages > > > this way, too, from their > > > phones. Suppose when you called the toll-free number > > > (U.S. and Canada only) > > > it said "Hi (your name), who do you want to send a > > > message to? " Suppose you > > > then said the person's name (or "me" for sending > > > yourself reminders). Then, > > > suppose you sp oke your brief message. Then, in a few > > > minutes, suppose the > > > message were sent to an e-mail address (as a > > > translated text message, with a > > > "real voice" audio option) or as an SMS text > > > message. Suppose, also, that > > > you could set up a group of people, and whenever you > > > wanted to, you could > > > send them all one voice/text/email message. (Suppose > > > this group were all the > > > students in your class, or all the instructors at > > > your program, who have > > > either a land line or cell phone.) > > > > > > > > > > > > Such a free service exists. (There may be more than > > > one, but I only know of > > > one.) If you would like to know what it is, here's > > > the catch: you have to > > > email me (djrosen at comcast.net) at least one idea of > > > how you would use this > > > with students. Then I will email you the URL for the > > > free service. I am not > > > promoting this service particularly (although I do > > > think it could be > > > useful.) What I am trying to do is to use the > > > collective intelligence, > > > imagination and experience of subscribers on this > > > list to collect ideas > > > about how to use such a technology. I will compile > > > whatever I get and send a > > > summary back to this list. > > > > > > > > > > > > If you want to know the Web address, send me -- not > > > the Technology list -- > > > your idea(s) about how to use this service with your > > > basic literacy, ESOL, > > > ABE, ASE, or college transition students, students > > > -- in a face-to-face or > > > on-line setting. > > > > > > > > > > > > David J. Rosen > > > > > > djrosen at comcast.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -------------- next part -------------- > > > An HTML attachment was scrubbed... > > > URL: > > > > > http://www.nifl.gov/pipermail/technology/attachments/ > 20071116/423e11d5/attachment-0001.html > > > > > > > > > ------------------------------ > > > > > > ---------------------------------------------------- > > > National Institute for Literacy > > > Technology and Literacy mailing list > > > Technology at nifl.gov > > > To unsubscribe or change your subscription settings, > > > please go to > > > http://www.nifl.gov/mailman/listinfo/technology > > > > > > End of Technology Digest, Vol 26, Issue 6 > > > ***************************************** > > > > > > > > > > > > ______________________________________________________________________ > ______________ > > Be a better pen pal. > > Text or chat with friends inside Yahoo! Mail. See how. http:// > overview.mail.yahoo.com/ > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to fgibson4 at student.gsu.edu > > > > > > > > > > > > ------------------------------ > > > > Message: 2 > > Date: Tue, 20 Nov 2007 12:17:57 -0500 > > From: "Mariann Fedele" > > Subject: [Technology 1385] Re: Send your students a phone message, > > yourself a reminder, or.... > > To: "The Technology and Literacy Discussion List" > > > > Message-ID: > > <6E8BC13A30982C44BCD32B38FB8F5AB85E6F1C at lac-exch.lacnyc.local> > > Content-Type: text/plain; charset="us-ascii" > > > > Hello All, > > > > Thank you, Fred for sending the link to one of regular contributor, > > David Rosen's resource pages. > > I'm thinking about the rest of your post, and I of course agree > with the > > sentiment. The question I have for you and for the list is; If > resources > > for technology resources in adult literacy were made available what > > should they be? What would we advocate for? > > > > Regards, > > Mariann > > > > > > Mariann Fedele > > Director, > > NYC Regional Adult Education Network > > 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 > > www.lacnyc .org > > > > > > -----Original Message----- > > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] > > On Behalf Of Frederick W. Gibson > > Sent: Tuesday, November 20, 2007 11:52 AM > > To: technology at nifl.gov > > Subject: [Technology 1385] Re: Send your students a phone > > message,yourself a reminder, or.... > > > > Hello everyone: > > > > Please checkout this website on integrating technology in adult > literacy > > education. > > > > http://alri.org/harness.html > > > > Imagine all of the money that our government spends on war and > housing > > young men in jail, if that money along could be spent on adult > literacy > > how better off our country would be. Why is this difficult for our > > government to see. > > > > Thanks, > > Fred Gibson > > GSU > > > > > > > > Harnessing Technology to Serve Adult Literacy > > > > ---- -Original Message----- > > From: Lalitha Garapaty > > To: technology at nifl.gov > > Date: Sat, 17 Nov 2007 16:53:02 -0800 (PST) > > Subject: [Technology 1383] Send your students a phone message, > yourself > > a reminder, or.... > > > > > > Some thoughts with reference to adult literacy - > > > > For busy adults working sometimes more than one job > > and have little time/energy to work on self-literacy - > > > > Use as a medium of instruction - post, post-classroom > > content as a thirty second podcast via phone, for > > re-emphasis, recall and to share tips. For ex. > > "whenever you see this word, it should remind you of > > pronoun." > > > > Among adult literacy instructors - > > Sharing instructional tips, a change in instructional > > strategy, change of content if it makes better sense > > during teaching. This exchange as voice mail or text > > m essage would enable other instructors to test these > > immediately in their classes and communicate the same > > with others. > > > > Lalitha > > > > --- technology-request at nifl.gov wrote: > > > > > Send Technology mailing list submissions to > > > technology at nifl.gov > > > > > > To subscribe or unsubscribe via the World Wide Web, > > > visit > > > http://www.nifl.gov/mailman/listinfo/technology > > > or, via email, send a message with subject or body > > > 'help' to > > > technology-request at nifl.gov > > > > > > You can reach the person managing the list at > > > technology-owner at nifl.gov > > > > > > When replying, please edit your Subject line so it > > > is more specific > > > than "Re: Contents of Technology digest..." > > > > > > > > > Today's Topics: > > > > > > 1. [Technology 1379] Re: S end your students a > > > phone message, > > > yourself a reminder, or.... (Kuulei Reeser) > > > > > > > > > > > > ---------------------------------------------------------------------- > > > > > > Message: 1 > > > Date: Fri, 16 Nov 2007 12:22:21 -1000 > > > From: "Kuulei Reeser" > > > Subject: [Technology 1379] Re: Send your students a > > > phone message, > > > yourself a reminder, or.... > > > To: "'The Technology and Literacy Discussion List'" > > > > > > Message-ID: <000001c8289f$288ab830$0600a8c0 at Kuulei1> > > > Content-Type: text/plain; charset="us-ascii" > > > > > > Hi David, > > > > > > > > > > > > I hope this email is not arriving too late to > > > participate in your offer to > > > provide the URL for this phone message serv ice. > > > > > > > > > > > > With this service, I can envision our teachers using > > > this service to remind > > > students of homework assignments, tests, fieldtrips, > > > etc. I can also > > > envision it being used by the students on class > > > projects in order to > > > collaborate with each other. For example, our high > > > school foundations kids > > > (pre-GED) recently went on a field trip to our ocean > > > center and each was > > > assigned a fish species to study. If we had this > > > service, each student > > > could send a phone message to the other students > > > highlighting 5 features of > > > their species, then the other students could save > > > each message and record > > > them in their notes when they got back to class. > > > This could all be done at > > > the ocean center when the students are scattered > > > across the site studying > > > their fish. > > > > > > > > > > > > Just an idea. I am interested in hearing more about > > > this service. > > > > > > > > > > > > Thanks, > > > > > > Ku'ulei Reeser > > > > > > > > > > > > Hui Malama Learning Center > > > > > > Technology Coordinator > > > > > > > > > > > > > > > > > > _____ > > > > > > From: David J. Rosen [mailto:djrosen at comcast.net] > > > Sent: Monday, October 15, 2007 6:24 AM > > > To: The Technology and Literacy Discussion List > > > Subject: [Technology 1353] Send your students a > > > phone message,yourself a > > > reminder, or.... > > > > > > > > > > > > Technology colleagues, > > > > > > > > > > > &g t; Suppose there were a free service that enabled you > > > -- from a cell phone or a > > > land line -- to send up to a 30-second voice message > > > to yourself, or to > > > anyone you had listed in an address book that you > > > had created for this > > > purpose. Suppose your students could send messages > > > this way, too, from their > > > phones. Suppose when you called the toll-free number > > > (U.S. and Canada only) > > > it said "Hi (your name), who do you want to send a > > > message to? " Suppose you > > > then said the person's name (or "me" for sending > > > yourself reminders). Then, > > > suppose you spoke your brief message. Then, in a few > > > minutes, suppose the > > > message were sent to an e-mail address (as a > > > translated text message, with a > > > "real voice" audio option) or as an SMS text > > > message. Suppose, also, that > > > you could set up a group of people, and whenever you > > > wanted to, you could > > > send them all one voice/text/email message. (Suppose > > > this group were all the > > > students in your class, or all the instructors at > > > your program, who have > > > either a land line or cell phone.) > > > > > > > > > > > > Such a free service exists. (There may be more than > > > one, but I only know of > > > one.) If you would like to know what it is, here's > > > the catch: you have to > > > email me (djrosen at comcast.net) at least one idea of > > > how you would use this > > > with students. Then I will email you the URL for the > > > free service. I am not > > > promoting this service particularly (although I do > > > think it could be > > > useful.) What I am trying to do is to use the > > > collective in telligence, > > > imagination and experience of subscribers on this > > > list to collect ideas > > > about how to use such a technology. I will compile > > > whatever I get and send a > > > summary back to this list. > > > > > > > > > > > > If you want to know the Web address, send me -- not > > > the Technology list -- > > > your idea(s) about how to use this service with your > > > basic literacy, ESOL, > > > ABE, ASE, or college transition students, students > > > -- in a face-to-face or > > > on-line setting. > > > > > > > > > > > > David J. Rosen > > > > > > djrosen at comcast.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -------------- next part -------------- > > > An HTML attachment was s crubbed... > > > URL: > > > > > http://www.nifl.gov/pipermail/technology/attachments/ > 20071116/423e11d5/a > > ttachment-0001.html > > > > > > > > > ------------------------------ > > > > > > ---------------------------------------------------- > > > National Institute for Literacy > > > Technology and Literacy mailing list > > > Technology at nifl.gov > > > To unsubscribe or change your subscription settings, > > > please go to > > > http://www.nifl.gov/mailman/listinfo/technology > > > > > > End of Technology Digest, Vol 26, Issue 6 > > > ***************************************** > > > > > > > > > > > > > > ______________________________________________________________________ > __ > > ____________ > > Be a better pen pal. > > Text or chat with friends inside Yahoo! Mail. See how. > > http://overview.mail.yahoo.c om/ > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to fgibson4 at student.gsu.edu > > > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to mariannf at lacnyc.org > > > > > > ------------------------------ > > > > Message: 3 > > Date: Tue, 20 Nov 2007 17:22:55 +0000 > > From: "Frederick W. Gibson" > > Subject: [Technology 1386] Re: Send your st udents a phone message, > > yourself a reminder, or.... > > To: technology at nifl.gov > > Cc: fgibson4student at bellsouth.net > > Message-ID: <1195579375.95d9d4cfgibson4 at student.gsu.edu> > > Content-Type: text/plain; charset="UTF-8" > > > > Hello everyone > > Check ouit these websites,one is by Rosen that you may have > already seen. I think there great for intergrating technology into > adult literacy. > > > > Harnessing Technology to Serve Adult Literacy > > > > http://alri.org/harness.html > > > > http://www.altn.org/techtraining/ > > -----Original Message----- > > From: "Steve Gwynne" > > To: "The Technology and Literacy Discussion List" > > > Date: Mon, 19 Nov 2007 10:54:55 -0800 > > Subject: [Technology 1384] Re: Send your students a phone > message, yourself a reminder, or.... > > > > Hi Donna, > > > > Just wanted you to kn ow, I got Screencast back up so the > tutorial linked in > > Unitedstreaming should work. > > steve > > > > ________________________________ > > > > From: technology-bounces at nifl.gov on behalf of Lalitha Garapaty > > Sent: Sat 11/17/2007 4:53 PM > > To: technology at nifl.gov > > Subject: [Technology 1383] Send your students a phone > message,yourself a > > reminder, or.... > > > > > > > > > > Some thoughts with reference to adult literacy - > > > > For busy adults working sometimes more than one job > > and have little time/energy to work on self-literacy - > > > > Use as a medium of instruction - post, post-classroom > > content as a thirty second podcast via phone, for > > re-emphasis, recall and to share tips. For ex. > > "whenever you see this word, it should remind you of > > pronoun." > > > > Among adult literacy instructors - > > Sharing instructional tips, a change in instructional > > strategy, change of content if it makes better sense > > during teaching. This exchange as voice mail or text > > message would enable other instructors to test these > > immediately in their classes and communicate the same > > with others. > > > > Lalitha > > > > --- technology-request at nifl.gov wrote: > > > > > Send Technology mailing list submissions to > > > technology at nifl.gov > > > > > > To subscribe or unsubscribe via the World Wide Web, > > > visit > > > http://www.nifl.gov/mailman/listinfo/technology > > > or, via email, send a message with subject or body > > > 'help' to > > > technology-request at nifl.gov > > > > > > You can reach the person managing the list at > > > technology-owner at nifl.gov > > > > > > When replying, please edit your Subject line so it > > > is more specific > > > t han "Re: Contents of Technology digest..." > > > > > > > > > Today's Topics: > > > > > > 1. [Technology 1379] Re: Send your students a > > > phone message, > > > yourself a reminder, or.... (Kuulei Reeser) > > > > > > > > > > > > ---------------------------------------------------------------------- > > > > > > Message: 1 > > > Date: Fri, 16 Nov 2007 12:22:21 -1000 > > > From: "Kuulei Reeser" > > > Subject: [Technology 1379] Re: Send your students a > > > phone message, > > > yourself a reminder, or.... > > > To: "'The Technology and Literacy Discussion List'" > > > > > > Message-ID: <000001c8289f$288ab830$0600a8c0 at Kuulei1> > > > Content-Type: text/plain; charset="us-ascii" > > > > > > Hi David, > > > > > > > > > > > > I hope this email is not arriving too late to > > > participate in your offer to > > > provide the URL for this phone message service. > > > > > > > > > > > > With this service, I can envision our teachers using > > > this service to remind > > > students of homework assignments, tests, fieldtrips, > > > etc. I can also > > > envision it being used by the students on class > > > projects in order to > > > collaborate with each other. For example, our high > > > school foundations kids > > > (pre-GED) recently went on a field trip to our ocean > > > center and each was > > > assigned a fish species to study. If we had this > > > service, each student > > > could send a phone message to the other students > > > highlighting 5 features of > > > their species, then the other students could save > > > each message and record > > & gt; them in their notes when they got back to class. > > > This could all be done at > > > the ocean center when the students are scattered > > > across the site studying > > > their fish. > > > > > > > > > > > > Just an idea. I am interested in hearing more about > > > this service. > > > > > > > > > > > > Thanks, > > > > > > Ku'ulei Reeser > > > > > > > > > > > > Hui Malama Learning Center > > > > > > Technology Coordinator > > > > > > > > > > > > > > > > > > _____ > > > > > > From: David J. Rosen [mailto:djrosen at comcast.net] > > > Sent: Monday, October 15, 2007 6:24 AM > > > To: The Technology and Literacy Discussion List > > > Subject: [Technology 1353] Send your students a > > > phone message,yourself a > > > reminder, or.... > > > > > > > > > > > > Technology colleagues, > > > > > > > > > > > > Suppose there were a free service that enabled you > > > -- from a cell phone or a > > > land line -- to send up to a 30-second voice message > > > to yourself, or to > > > anyone you had listed in an address book that you > > > had created for this > > > purpose. Suppose your students could send messages > > > this way, too, from their > > > phones. Suppose when you called the toll-free number > > > (U.S. and Canada only) > > > it said "Hi (your name), who do you want to send a > > > message to? " Suppose you > > > then said the person's name (or "me" for sending > > > yourself reminders). Then, > > > suppose you spoke your brief message. Then, in a few > > > minutes, suppose the > > > message were sent to an e-mail address (as a > > &g t; translated text message, with a > > > "real voice" audio option) or as an SMS text > > > message. Suppose, also, that > > > you could set up a group of people, and whenever you > > > wanted to, you could > > > send them all one voice/text/email message. (Suppose > > > this group were all the > > > students in your class, or all the instructors at > > > your program, who have > > > either a land line or cell phone.) > > > > > > > > > > > > Such a free service exists. (There may be more than > > > one, but I only know of > > > one.) If you would like to know what it is, here's > > > the catch: you have to > > > email me (djrosen at comcast.net) at least one idea of > > > how you would use this > > > with students. Then I will email you the URL for the > > > free service. I am not > > > promoting this service particularly (although I do > > > think it could be > > > useful.) What I am trying to do is to use the > > > collective intelligence, > > > imagination and experience of subscribers on this > > > list to collect ideas > > > about how to use such a technology. I will compile > > > whatever I get and send a > > > summary back to this list. > > > > > > > > > > > > If you want to know the Web address, send me -- not > > > the Technology list -- > > > your idea(s) about how to use this service with your > > > basic literacy, ESOL, > > > ABE, ASE, or college transition students, students > > > -- in a face-to-face or > > > on-line setting. > > > > > > > > > > > > David J. Rosen > > > > > > djrosen at comcast.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -------------- next part -------------- > > > An HTML attachment was scrubbed... > > > URL: > > > > > http://www.nifl.gov/pipermail/technology/attachments/ > 20071116/423e11d5/attach > > ment-0001.html > > > > > > > > > ------------------------------ > > > > > > ---------------------------------------------------- > > > National Institute for Literacy > > > Technology and Literacy mailing list > > > Technology at nifl.gov > > > To unsubscribe or change your subscription settings, > > > please go to > > > http://www.nifl.gov/mailman/listinfo/technology > > > > > > End of Technology Digest, Vol 26, Issue 6 > > > ***************************************** > > > > > > > > > > > > > > ______________________________________________________________________ > _______ > > _______ > > Be a better pen pal. > > Text or chat with friends inside Yahoo! Mail. See how. > > http://overview.mail.yahoo.com/ > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/technology > > Email delivered to sgwynne at sdccd.edu > > > > > > > > > > > > > > > > ------------------------------ > > > > ---------------------------------------------------- > > National Institute for Literacy > > Technology and Literacy mailing list > > Technology at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > > > > End of Technology Digest, Vol 26, Issue 10 > > ****************************************** > > > < hr />Windows Live Writer????????????? > ???????? ????? > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071123/0f684176/attachment.html From hawkinsliz at yahoo.com Sun Nov 25 16:05:38 2007 From: hawkinsliz at yahoo.com (Liz Hawkins) Date: Sun, 25 Nov 2007 13:05:38 -0800 (PST) Subject: [Technology 1395] Re: Harnessing Technology to Serve Adult Literacy In-Reply-To: <1195579375.95d9d4cfgibson4@student.gsu.edu> Message-ID: <780914.16387.qm@web33205.mail.mud.yahoo.com> Hi Fred, Thank you for the web sites you posted. Although I do not specifically teach ESOL classes, a lot of the grammar and spelling mini-lessons outlined in the various links on these sites look as though they may work really well for some of my students. I teach at a technical college, and so I have students of all ages and all ability levels, including students who are very smart, but for whom English is their second language. Since my classes are all online, hybrid, or web-enhanced, it is easy for me to attach links to my class so that students who may need some extra help in these areas can access these lessons directly. This was a real help to find these websites! Best, -Liz "Frederick W. Gibson" wrote: Hello everyone Check ouit these websites,one is by Rosen that you may have already seen. I think there great for intergrating technology into adult literacy. Harnessing Technology to Serve Adult Literacy http://alri.org/harness.html http://www.altn.org/techtraining/ -----Original Message----- From: "Steve Gwynne" To: "The Technology and Literacy Discussion List" Date: Mon, 19 Nov 2007 10:54:55 -0800 Subject: [Technology 1384] Re: Send your students a phone message, yourself a reminder, or.... Hi Donna, Just wanted you to know, I got Screencast back up so the tutorial linked in Unitedstreaming should work. steve ________________________________ From: technology-bounces at nifl.gov on behalf of Lalitha Garapaty Sent: Sat 11/17/2007 4:53 PM To: technology at nifl.gov Subject: [Technology 1383] Send your students a phone message,yourself a reminder, or.... Some thoughts with reference to adult literacy - For busy adults working sometimes more than one job and have little time/energy to work on self-literacy - Use as a medium of instruction - post, post-classroom content as a thirty second podcast via phone, for re-emphasis, recall and to share tips. For ex. "whenever you see this word, it should remind you of pronoun." Among adult literacy instructors - Sharing instructional tips, a change in instructional strategy, change of content if it makes better sense during teaching. This exchange as voice mail or text message would enable other instructors to test these immediately in their classes and communicate the same with others. Lalitha --- technology-request at nifl.gov wrote: > Send Technology mailing list submissions to > technology at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, > visit > http://www.nifl.gov/mailman/listinfo/technology > or, via email, send a message with subject or body > 'help' to > technology-request at nifl.gov > > You can reach the person managing the list at > technology-owner at nifl.gov > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of Technology digest..." > > > Today's Topics: > > 1. [Technology 1379] Re: Send your students a > phone message, > yourself a reminder, or.... (Kuulei Reeser) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Fri, 16 Nov 2007 12:22:21 -1000 > From: "Kuulei Reeser" > Subject: [Technology 1379] Re: Send your students a > phone message, > yourself a reminder, or.... > To: "'The Technology and Literacy Discussion List'" > > Message-ID: <000001c8289f$288ab830$0600a8c0 at Kuulei1> > Content-Type: text/plain; charset="us-ascii" > > Hi David, > > > > I hope this email is not arriving too late to > participate in your offer to > provide the URL for this phone message service. > > > > With this service, I can envision our teachers using > this service to remind > students of homework assignments, tests, fieldtrips, > etc. I can also > envision it being used by the students on class > projects in order to > collaborate with each other. For example, our high > school foundations kids > (pre-GED) recently went on a field trip to our ocean > center and each was > assigned a fish species to study. If we had this > service, each student > could send a phone message to the other students > highlighting 5 features of > their species, then the other students could save > each message and record > them in their notes when they got back to class. > This could all be done at > the ocean center when the students are scattered > across the site studying > their fish. > > > > Just an idea. I am interested in hearing more about > this service. > > > > Thanks, > > Ku'ulei Reeser > > > > Hui Malama Learning Center > > Technology Coordinator > > > > > > _____ > > From: David J. Rosen [mailto:djrosen at comcast.net] > Sent: Monday, October 15, 2007 6:24 AM > To: The Technology and Literacy Discussion List > Subject: [Technology 1353] Send your students a > phone message,yourself a > reminder, or.... > > > > Technology colleagues, > > > > Suppose there were a free service that enabled you > -- from a cell phone or a > land line -- to send up to a 30-second voice message > to yourself, or to > anyone you had listed in an address book that you > had created for this > purpose. Suppose your students could send messages > this way, too, from their > phones. Suppose when you called the toll-free number > (U.S. and Canada only) > it said "Hi (your name), who do you want to send a > message to? " Suppose you > then said the person's name (or "me" for sending > yourself reminders). Then, > suppose you spoke your brief message. Then, in a few > minutes, suppose the > message were sent to an e-mail address (as a > translated text message, with a > "real voice" audio option) or as an SMS text > message. Suppose, also, that > you could set up a group of people, and whenever you > wanted to, you could > send them all one voice/text/email message. (Suppose > this group were all the > students in your class, or all the instructors at > your program, who have > either a land line or cell phone.) > > > > Such a free service exists. (There may be more than > one, but I only know of > one.) If you would like to know what it is, here's > the catch: you have to > email me (djrosen at comcast.net) at least one idea of > how you would use this > with students. Then I will email you the URL for the > free service. I am not > promoting this service particularly (although I do > think it could be > useful.) What I am trying to do is to use the > collective intelligence, > imagination and experience of subscribers on this > list to collect ideas > about how to use such a technology. I will compile > whatever I get and send a > summary back to this list. > > > > If you want to know the Web address, send me -- not > the Technology list -- > your idea(s) about how to use this service with your > basic literacy, ESOL, > ABE, ASE, or college transition students, students > -- in a face-to-face or > on-line setting. > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://www.nifl.gov/pipermail/technology/attachments/20071116/423e11d5/attach ment-0001.html > > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/technology > > End of Technology Digest, Vol 26, Issue 6 > ***************************************** > _____________________________________________________________________________ _______ Be a better pen pal. Text or chat with friends inside Yahoo! Mail. See how. http://overview.mail.yahoo.com/ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to sgwynne at sdccd.edu ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to hawkinsliz at yahoo.com --------------------------------- Be a better sports nut! Let your teams follow you with Yahoo Mobile. Try it now. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071125/d34d61f8/attachment.html From leah_graham at hotmail.com Sun Nov 25 14:13:45 2007 From: leah_graham at hotmail.com (leah graham) Date: Sun, 25 Nov 2007 11:13:45 -0800 Subject: [Technology 1396] Re: Online Professional Development In-Reply-To: References: <1194442084.eb389a4mjackson23@student.gsu.edu> Message-ID: Hello all, I am a language school administrator and am looking for some online alternatives to conference travel to offer our faculty. Do any of you out there know of any sources such as webinars, list-serves, podcasts, vodcasts, websites, etc. that would be informative for foreign language and ESL instructors? The content could be theoretical or practical, CALL-related, language maintenance related, or anything else that you may have found helpful in your own professional lives. Please respond to me off list. I can compile the responses and share with the entire list if people are interested. Many thanks in advance for all your ideas! Best, Leah leah_graham at hotmail.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071125/91e88905/attachment.html From MariannF at lacnyc.org Mon Nov 26 10:21:38 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Mon, 26 Nov 2007 10:21:38 -0500 Subject: [Technology 1397] Re: New technology skills for living in ademocracy In-Reply-To: <112320071158.11329.4746C080000F05DC00002C412214756402020A9C019D060B@comcast.net> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB85E6FCE@lac-exch.lacnyc.local> Hello all, In reference to David's post; The Literacy President web site is: http://www.litpresident.org/ Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of djrosen at comcast.net Sent: Friday, November 23, 2007 6:59 AM To: The Technology and Literacy Discussion List Subject: [Technology 1393] Re: New technology skills for living in ademocracy -- David David J. Rosen djrosen at comcast.net -------------- Original message ---------------------- From: "Eric Bragg" > David, Eric wrote: > Thanks so much for you post. I have been working with film with 5th graders > for the last four years. Teaching them this new digital technology has been > very rewarding for them, and they really enjoy learning how movies are made. > After my work with the students, I've had many of them go on to work at the > middle and high school levels with films and even made their own movies to > put on You Tube. The only thing to be cautious about is that most kids > under 18 have to sign a publicity release before they can upload themselves > to a website within the academic setting. Privately, they can do whatever > they like. Encouraging them to play with this technology will ultimately > make them more prepared to survive in a digital world. Eric and others, I wonder if there are adult learners whom a Technology list subscriber could help to make a short video of their story that ended with a question for the presidential candidates such as those listed on the Literacy President web site. If so please let me know. David J. Rosen djrosen at comcast.net From mjackson23 at student.gsu.edu Mon Nov 26 10:22:42 2007 From: mjackson23 at student.gsu.edu (Mary Alice Jackson) Date: Mon, 26 Nov 2007 10:22:42 -0500 Subject: [Technology 1398] Re: IBM Introduces Video Game to Help Message-ID: <1196090562.9ff8634mjackson23@student.gsu.edu> Hi Yan! GSU was a participant in the pilot. I would recommend contacting the College of Business to see how you might access the game. The contact name is provided in the link below. http://robinson.gsu.edu/news/07/ibm_partnership.html Thanks. -----Original Message----- From: luoyan To: Date: Sat, 24 Nov 2007 18:29:55 +0800 Subject: [Technology 1392] Re: IBM Introduces Video Game to Help Hi, Mary: This is an interesting article, thanks for sharing. As a student, I believe that students will be higly motivated if they can learn through playing game.In addition, the simulated environment provided by educational games offer students great opportunities to apply what they have learned in class. Do you know where I can download a free version to play with? I failed to find any link allowing me to do that. Thanks you again for sharing! Yan Luo > From: technology-request at nifl.gov> Subject: Technology Digest, Vol 26, Issue 13> To: technology at nifl.gov> Date: Fri, 23 Nov 2007 12:00:02 -0500> > Send Technology mailing list submissions to> technology at nifl.gov> > To subscribe or unsubscribe via the World Wide Web, visit> http://www.nifl.gov/mailman/listinfo/technology> or, via email, send a message with subject or body 'help' to> technology-request at nifl.gov> > You can reach the person managing the list at> technology-owner at nifl.gov> > When replying, please edit your Subject line so it is more specific> than "Re: Contents of Technology digest..."> > > Today's Topics:> > 1. [Technology 1389] Re: IBM Introduces Video Game to Help> University Students Develop Business Skills (Eric Bragg)> 2. [Technology 1390] Re: IBM Introduces Video Game to Help> University Students Develop Business Skills (Eric Bragg)> 3. [Technology 1391] Re: New technology skills for living in a> democracy (Eric Bragg)> > > ------------------------------- ---------------------------------------> > Message: 1> Date: Thu, 22 Nov 2007 15:45:22 -0500> From: "Eric Bragg" > Subject: [Technology 1389] Re: IBM Introduces Video Game to Help> University Students Develop Business Skills> To: "The Technology and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plain; charset="iso-8859-1"> > Mary,> > Thanks for your post. I found this article very interesting. I> think that people learn best by doing. As an educator, I have found that my> students retain so much more if I have created an interactive lesson. This> program seems to accommodate aural, visual, and kinesthetic learners. This> software seems to be very innovative in that it is educational and> engaging. From the description and the pictures, it seems that this> software is an IT department's version of The Sims. Have you used this> software before? Does IBM have ambition to release k-12 software that has> similar curriculum goals? I am very interested in this product. Thanks> again.> > Eric Bragg> > > On 11/7/07, Mary Alice Jackson wrote:> >> > Here's another use of gaming for learning. Perhaps some of you are aware> > of it at your unversity.> >> > http://www-03.ibm.com/press/us/en/pressrelease/22549.wss> >> >> > Mary> > ----------------------------------------------------> > National Institute for Literacy> > Technology and Literacy mailing list> > Technology at nifl.gov> > To unsubscribe or change your subscription settings, please go to> > http://www.nifl.gov/mailman/listinfo/technology> > Email delivered to bragge324 at gmail.com> >> -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/technology/attachments/20071122/c58035ac/attachment-0001.html > > ------------------------------> > Message: 2> Date: Thu, 22 Nov 2007 15:46:44 -0500> From: "Eric B ragg" > Subject: [Technology 1390] Re: IBM Introduces Video Game to Help> University Students Develop Business Skills> To: "The Technology and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plain; charset="iso-8859-1"> > Mary,> > Thanks for your post. I found this article very interesting. I> think that people learn best by doing. As an educator, I have found that my> students retain so much more if I have created an interactive lesson. This> program seems to accommodate aural, visual, and kinesthetic learners. This> software seems to be very innovative in that it is educational and> engaging. From the description and the pictures, it seems that this> software is an IT department's version of The Sims. Have you used this> software before? Does IBM have ambition to release k-12 software that has> similar curriculum goals? I am very interested in this product. Thanks> again.> > Eric Bragg> > > > On 11/7/07, Mary Alice Jackson wrote:> >> > Here's another use of gaming for learning. Perhaps some of you are aware> > of it at your unversity.> >> > http://www-03.ibm.com/press/us/en/pressrelease/22549.wss> >> >> > Mary> > ----------------------------------------------------> > National Institute for Literacy> > Technology and Literacy mailing list> > Technology at nifl.gov> > To unsubscribe or change your subscription settings, please go to> > http://www.nifl.gov/mailman/listinfo/technology> > Email delivered to bragge324 at gmail.com> >> -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/technology/attachments/20071122/1d81e046/attachment-0001.html > > ------------------------------> > Message: 3> Date: Thu, 22 Nov 2007 16:01:03 -0500> From: "Eric Bragg" > Subject: [Technology 1391] Re: New technology skills for living in a> democr acy> To: "The Technology and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plain; charset="iso-8859-1"> > David,> > Thanks so much for you post. I have been working with film with 5th graders> for the last four years. Teaching them this new digital technology has been> very rewarding for them, and they really enjoy learning how movies are made.> After my work with the students, I've had many of them go on to work at the> middle and high school levels with films and even made their own movies to> put on You Tube. The only thing to be cautious about is that most kids> under 18 have to sign a publicity release before they can upload themselves> to a website within the academic setting. Privately, they can do whatever> they like. Encouraging them to play with this technology will ultimately> make them more prepared to survive in a digital world.> > Eric Bragg> > > On 10/25/07, Davi d J. Rosen wrote:> >> > Technology Colleagues,> >> > The ability to video record yourself may now be an essential tool to make> > your voice heard -- and seen -- in our democratic process. You may be aware> > that YouTube has been providing opportunities for ordinary people to make> > short videos, post them, and perhaps to have them selected for presidential> > candidate debates.> >> >> > http://youtube.com/debates> >> >> > Now, former Vice President, Al Gore, has created *Viewpoints*> >> >> > http://current.com/viewpoints> >> >> > which he describes as follows:> >> >> > "Viewpoints is a virtual town hall where you can share your opinions, in> > video, about the issues that matter in the 2008 election: from global> > warming to government eavesdropping, and many more.> >> > This digital town hall is already bustling, and you can find viewpoints> > from me and from a lot of people, including the candidates running for> > President. Come and listen to th eir positions and, more importantly, tell> > them and the rest of the world what you think!"> >> > http://current.com/viewpoints> >> > Is making short digital videos a new technology competency for> > participating in the democratic process? Should we be teaching students how> > to make digital videos and how to upload them to Web sites? Should we also> > be teaching students how to use telephones and email to contact candidates'> > campaigns to make their concerns known? In a democracy is this a new basic> > communication skill?> >> > David J. Rosen> > djrosen at comcast.net> >> >> >> >> >> >> >> >> >> >> >> >> >> > ----------------------------------------------------> > National Institute for Literacy> > Technology and Literacy mailing list> > Technology at nifl.gov> > To unsubscribe or change your subscription settings, please go to> > http://www.nifl.gov/mailman/listinfo/technology> > Email delivered to bragge324 at gmail.com> >> -------------- next part --------------> An HTML a ttachment was scrubbed...> URL: http://www.nifl.gov/pipermail/technology/attachments/20071122/905e1aea/attachment-0001.html > > ------------------------------> > ----------------------------------------------------> National Institute for Literacy> Technology and Literacy mailing list> Technology at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology> > End of Technology Digest, Vol 26, Issue 13> ****************************************** _________________________________________________________________ ????Windows Live ???????????? http://get.live.cn Mary From mjackson23 at student.gsu.edu Mon Nov 26 10:31:50 2007 From: mjackson23 at student.gsu.edu (Mary Alice Jackson) Date: Mon, 26 Nov 2007 10:31:50 -0500 Subject: [Technology 1399] Re: IBM Introduces Video Game to Help University Students Develop Business Skills Message-ID: <1196091110.9ff8634mjackson23@student.gsu.edu> Hi Eric! No, I have not used the software. I saw a press release where GSU participated in the pilot beginning Nov 6. I'm on the outside now and get my news via an IBM Yahoo widget. So, I'm not aware of any plans for K-12, but that's not to say they aren't working on it. There's been more focus on the K-12 environment with such programs as the Transition to Teaching program that I'm participating in. I'll keep my eyes open for any plans for K-12 games or software. Thanks, Mary -----Original Message----- From: "Eric Bragg" To: "The Technology and Literacy Discussion List" Date: Thu, 22 Nov 2007 15:45:22 -0500 Subject: [Technology 1389] Re: IBM Introduces Video Game to Help University Students Develop Business Skills Mary, Thanks for your post. I found this article very interesting. I think that people learn best by doing. As an educator, I have found that my students retain so much more if I have created an interactive lesson. This program seems to accommodate aural, visual, and kinesthetic learners. This software seems to be very innovative in that it is educational and engaging. From the description and the pictures, it seems that this software is an IT department's version of The Sims. Have you used this software before? Does IBM have ambition to release k-12 software that has similar curriculum goals? I am very interested in this product. Thanks again. Eric Bragg On 11/7/07, Mary Alice Jackson wrote: > > Here's another use of gaming for learning. Perhaps some of you are aware > of it at your unversity. > > http://www-03.ibm.com/press/us/en/pressrelease/22549.wss > > > Mary > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to bragge324 at gmail.com > Mary From pumarosa21 at yahoo.com Mon Nov 26 15:26:13 2007 From: pumarosa21 at yahoo.com (Paul Rogers) Date: Mon, 26 Nov 2007 12:26:13 -0800 (PST) Subject: [Technology 1400] funding sources for computer/web based family literacy programs Message-ID: <667237.33258.qm@web36905.mail.mud.yahoo.com> I am doing research on grants for community based literacy programs, including computer/web based classes. The focus is on Citizenship, ESOL, Spanish literacy, health education, and computer skills. So, I am accumulating information on foundations that provide grants for the above and also course programs that might be worth adding to my list. I would be very interested in communicating with anyone, especially those working in social service NGOs or churches. Paul Rogers --------------------------------- Be a better pen pal. Text or chat with friends inside Yahoo! Mail. See how. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071126/4b0e9cd9/attachment.html From vtrott at ntl.sympatico.ca Mon Nov 26 15:40:29 2007 From: vtrott at ntl.sympatico.ca (Vicki Trottier) Date: Mon, 26 Nov 2007 15:40:29 -0500 Subject: [Technology 1401] Re: funding sources for computer/web based familyliteracy programs In-Reply-To: <667237.33258.qm@web36905.mail.mud.yahoo.com> References: <667237.33258.qm@web36905.mail.mud.yahoo.com> Message-ID: <009501c8306c$95f8f060$f94e65d0@Vicki> Hello Paul The organization I work with, Community Literacy of Ontario, is a network that works with over 100 community-based literacy agencies in the province of Ontario. We have provided online workshops for the past few years for our member organizations and others. Our focus has been on professional development, although other groups in Ontario have done eLearning with literacy students. One of the courses we have offered was the Foundational Family Literacy training that was originally developed by the Family Literacy Centre in Alberta. With their permission, we adapted that training for online delivery and offered it three times over the course of three years. Other organizations across Canada have since then also offered the course online. We have also offered workshops on recent initiatives in the Ontario literacy field as well as workshops on organizational management, strategic planning and marketing to name just a few. We have also developed a series of web-based modules that are available at www.nald.ca/literacybasics. You can find some of our project reports at our website www.nald.ca/clo.htm; click on the "publications" link from the left-hand side menu. Unfortunately, I can't help you with funding sources since we are in a different country! Vicki Trottier Community Literacy of Ontario _____ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Paul Rogers Sent: Monday, November 26, 2007 3:26 PM To: technology at nifl.gov Subject: [Technology 1400] funding sources for computer/web based familyliteracy programs I am doing research on grants for community based literacy programs, including computer/web based classes. The focus is on Citizenship, ESOL, Spanish literacy, health education, and computer skills. So, I am accumulating information on foundations that provide grants for the above and also course programs that might be worth adding to my list. I would be very interested in communicating with anyone, especially those working in social service NGOs or churches. Paul Rogers -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071126/223b9e32/attachment.html From MariannF at lacnyc.org Tue Nov 27 16:53:54 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Tue, 27 Nov 2007 16:53:54 -0500 Subject: [Technology 1402] All Digital TV Broadcasts in 2009 Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB85E70ED@lac-exch.lacnyc.local> Dear technology list colleagues, As many of you may already know, beginning in February 2009 (yes, well over a year away) the US Congress has mandated the conversion to an all digital television broadcast system. New TVs sold in the US are required to have integrated digital tuners, but older models may be analog only and require a converter. Why I'm writing this message now is because the National Telecommunications and Information Administration (NTIA) is administering a coupon program between January 1, 2008, and March 31, 2009, that entitles all U.S. households to request up to two coupons, worth $40 each, to be used toward the purchase of eligible digital-to-analog converter boxes. Please share this information with your adult literacy students and the communities you work in. More information about the digital conversion and the coupon program can be found on the FCC website: http://www.fcc.gov/cgb/consumerfacts/digitaltv.html Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071127/e54fffed/attachment.html From mjackson23 at student.gsu.edu Thu Nov 29 10:32:22 2007 From: mjackson23 at student.gsu.edu (Mary Alice Jackson) Date: Thu, 29 Nov 2007 10:32:22 -0500 Subject: [Technology 1403] Re: IBM Introduces Video Game to Help University Students Develop Business Skills Message-ID: <1196350342.f174a84mjackson23@student.gsu.edu> Eric, While looking for something else on the IBM website, I ran across more info on IBM educational grants and programs targeted at the K-12 level. http://www.ibm.com/ibm/ibmgives/grant/education/ -----Original Message----- From: "Eric Bragg" To: "The Technology and Literacy Discussion List" Date: Thu, 22 Nov 2007 15:45:22 -0500 Subject: [Technology 1389] Re: IBM Introduces Video Game to Help University Students Develop Business Skills Mary, Thanks for your post. I found this article very interesting. I think that people learn best by doing. As an educator, I have found that my students retain so much more if I have created an interactive lesson. This program seems to accommodate aural, visual, and kinesthetic learners. This software seems to be very innovative in that it is educational and engaging. From the description and the pictures, it seems that this software is an IT department's version of The Sims. Have you used this software before? Does IBM have ambition to release k-12 software that has similar curriculum goals? I am very interested in this product. Thanks again. Eric Bragg On 11/7/07, Mary Alice Jackson wrote: > > Here's another use of gaming for learning. Perhaps some of you are aware > of it at your unversity. > > http://www-03.ibm.com/press/us/en/pressrelease/22549.wss > > > Mary > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to bragge324 at gmail.com > Mary From LaFerlazzo at aol.com Sat Dec 1 08:48:10 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Sat, 1 Dec 2007 08:48:10 EST Subject: [Technology 1404] Re: ELL/ESL/EFL Carnival has been posted Message-ID: Hi, Everybody, The second edition of the ELL/ESL/EFL Carnival has been posted at: _http://larryferlazzo.edublogs.org/2007/12/01/elleslefl-carnival/_ (http://larryferlazzo.edublogs.org/2007/12/01/elleslefl-carnival/) You can check out insightful posts submitted by bloggers from around the world... Larry Ferlazzo **************************************Check out AOL's list of 2007's hottest products. (http://money.aol.com/special/hot-products-2007?NCID=aoltop00030000000001) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071201/9f1fe682/attachment.html From ekocher at state.pa.us Tue Dec 4 14:00:30 2007 From: ekocher at state.pa.us (Kocher, Eileen) Date: Tue, 4 Dec 2007 14:00:30 -0500 Subject: [Technology 1405] PAACE Midwinter Conference Message-ID: <4D4E531F4AA25841BE7BC07B478F574008FA22B5@enhbgpri06.backup> The Pennsylvania Association for Adult Continuing Education (PAACE) invites you to attend the 43rd Annual PAACE Midwinter Conference on Adult Education, "Opening Windows," February 6-8, 2008 at the Hershey Lodge. From local, statewide, and national perspectives, concurrent sessions will address Adult Literacy, ABE/ASE, ESL, Family Literacy, Corrections Education, Adults in Continuing Higher Education, Workforce Development, Public Policy, Research, and Program Administration. Keynote speaker is Dr. Cheryl D. King, study director of the National Commission on Adult Education. Art Ellison will present a special public policy session. Cheryl Keenan of OVAE will present a federal update. The PA Bureau of ABLE will present a series of designated sessions. Honorary conference chair is the Pennsylvania Workforce Investment Board, Dr. Robert Garraty, executive director. Registration is now open. Take advantage of the Early Bird discount until December 31. For more information on the conference and registration, please visit . A link to hotel reservations automatically applies the PAACE discount. If you are flying, Harrisburg International Airport is very close to Hershey. The PAACE Midwinter Conference is Pennsylvania's premier adult education professional development and networking opportunity. The program offers something for everyone with an interest in any aspect of adult education. We hope you will join us in Hershey. Tana Reiff TIU Community Education Services PAACE First Vice-President tana_reiff at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071204/fa827150/attachment.html From MariannF at lacnyc.org Wed Dec 5 15:46:27 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Wed, 5 Dec 2007 15:46:27 -0500 Subject: [Technology 1406] position announcement Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB85E7586@lac-exch.lacnyc.local> Dear tech list colleagues, Please see the below announcement from the Center for Literacy Studies. Regards, Mariann Mariann Fedele Director, NYC Regional Adult Education Network Literacy Assistance Center 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf at lacnyc.org www.lacnyc.org **************************************** Position Announcement for the Director of The Center for Literacy Studies University of Tennessee at Knoxville http://chronicle.com/jobs/id.php?id=0000537005-01 The Center for Literacy Studies, located within the College of Education, Health and Human Sciences at the University of Tennessee ??? Knoxville, is seeking an onsite Director to begin Spring, 2008. The University of Tennessee ??? Knoxville, the flagship institution of the UT system, welcomes and honors people of all races, creeds, cultures, and sexual orientations, and values intellectual curiosity, pursuit of knowledge, and academic freedom and integrity. The mission of the Center for Literacy Studies is to support and advance literacy education across the lifespan. The Center conducts research, professional development, program evaluation and other work within family, community, and workplace literacy contexts. The Director oversees the work of the Center, raises funds through grants and contracts, writes grant proposals and develops budgets, approves expenditures of funds, and negotiates subcontracts. The Director also hires and discharges personnel, acts as principal investigator for grants, provides direct project oversight for some grants, and oversees a staff of thirty to assure project work is conducted in accordance with contractual agreements with outside funders. Working collaboratively with the Center???s Senior Management Team, the Director develops strategic plans, markets the Center, and integrates work with the College of Education, Health and Human Sciences. The Director oversees a budget that is in excess of $3 million annually. Currently, major funders include the National Institute for Literacy, the Tennessee Department of Labor and Workforce Development, the Tennessee Department of Education, and the National Science Foundation. Required Qualifications. A Master???s degree with a solid record of management experience, plus experience in the field of education and/or adult literacy is required. Demonstrated success in developing funding and evidence of strong administrative, interpersonal and communication skills are also required. Desired Qualifications. A Doctorate, with a working knowledge of professional development, technology, evaluation, education research and curriculum development is preferred. Experience working in a University setting is desired. Experience in fiscal management, including grants, contracts and fee for service is desired, along with the ability to work efficiently and effectively within a collaborative setting. How to Apply. Interested applicants should email a letter of interest and resume or curriculum vita, including a list of recently funded grants and contracts, and names and contact information for three references, to Dr. Connie White, Search Committee Chair, at clwhite at utk.edu. The search committee will begin its review of applications on January 15, 2008; however, applications will be accepted until the position is filled. A competitive salary is offered commensurate with experience. More information about the Center for Literacy Studies can be found at http://www.cls.utk.edu/. The University of Tennessee is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA institution in the provision of its education and employment programs and services. All qualified applicants will receive equal consideration for employment without regard to race, color, national origin, religion, sex, pregnancy, marital status, sexual orientation, age, physical or mental disability or covered veteran status. From MariannF at lacnyc.org Wed Dec 5 15:48:24 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Wed, 5 Dec 2007 15:48:24 -0500 Subject: [Technology 1407] new focus on basics Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB85E7587@lac-exch.lacnyc.local> Dear tech list colleagues, The following message is posted on behalf of Barb Garner: Learning disabilities is the topic of a new issue of "Focus on Basics", now available at www.ncsall.net (click on "Focus on Basics" near the top of the right column on the homepage). Articles range from neurology and dyslexia to legal issues related to serving students with learning disabilities, to best practices shared by skilled teachers, to three states' approaches to serving students with learning disabilities, to addressing the needs of ESOL learners, to technology, to transitions to college, to changing practice at the program and classroom level: there's something for everyone. Read on! Barb Garner, Editor Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071205/fe9a18d4/attachment.html From djrosen at comcast.net Sun Dec 9 09:49:16 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sun, 9 Dec 2007 09:49:16 -0500 Subject: [Technology 1408] itunes u Message-ID: <53F947C1-5883-4623-8AA0-362817513192@comcast.net> Technology and Professional Development Colleagues, itunes -- the Apple online music store -- now has a new area offering free university and college lectures and other education presentations. It is called itunes university or itunes u. http://www.apple.com/education/itunesu/ If you have a look, consider the following: 1. Is there anything there that would be useful to adult secondary education classes (GED, EDP, ADP, or College Transiton) for introducing their students to college? If so, what? 2. Would it be useful to have a new category on itunes u, under "Beyond Universities" for Teacher Training or Teacher Improvement . (For example we now have links to over 30 free, short adult ed classroom videos on the MLoTS Web site [ www.mlots.org ]. Itunes u might include those as well as other kinds of professional development videos and slide shows. Would it be worthwhile for me to ask itunes u to set this up? If they did, would you use it? David J. Rosen djrosen at comcast.net From MMaralit at NIFL.gov Tue Dec 11 10:14:38 2007 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Tue, 11 Dec 2007 10:14:38 -0500 Subject: [Technology 1409] January 11 Webcast: Reading Assessment Part 2 Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C5088@wdcrobe2m03.ed.gov> ** SAVE THE DATE: Reading Assessment Webcast, Part 2 ** >From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults Part 2: Specific Instructional Strategies for Fluency and Vocabulary WHEN: Friday, January 11, 2008 TIME: 1:30 PM - 2:45 PM Eastern Time 12:30 PM - 1:45 PM Central Time 11:30 AM - 12:45 PM Mountain Time 10:30 AM - 11:45 AM Pacific Time Please join us on Friday, January 11, 2008 for Part 2 of "From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults" webcast. This follow-up webcast will focus on specific instructional strategies for two other components of reading, fluency and vocabulary. The presenters will show how all four components provide a natural framework for assessing adult students' reading ability, and how assessment results can lead seamlessly to a program of instruction to improve students' reading. For more information, please go to: http://www.nifl.gov/nifl/webcasts/assesspractice2/webcast0111.html (Registration will be available by January 3, 2008.) This seventy-minute webcast is a part two for the webcast presented on September 28, 2007: From Assessment to Practice-Research-Based Approaches to Teaching Reading to Adults . The main purpose of the first webcast was to present a compelling rationale for the use of research-based principles for adult reading instruction. The presenters used two components of reading, word analysis and comprehension, as examples to illustrate research-based practices, focusing on specific instructional strategies derived from the research. For more information, please contact info at nifl.gov or call 202-233-2025 or visit us online at: http://www.nifl.gov/. Thanks, Jo Maralit mmaralit at nifl.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071211/bde80783/attachment.html From MCalhoun at dallasisd.org Tue Dec 11 17:26:35 2007 From: MCalhoun at dallasisd.org (Marilyn Calhoun) Date: Tue, 11 Dec 2007 16:26:35 -0600 Subject: [Technology 1410] Re: itunes u In-Reply-To: <53F947C1-5883-4623-8AA0-362817513192@comcast.net> References: <53F947C1-5883-4623-8AA0-362817513192@comcast.net> Message-ID: <475EBA3B0200009E0001B236@gwia01.dallasisd.org> David This would be wonderful for many to have access to an online source. I certainly would use it. Marilyn >>> "David J. Rosen" 12/9/2007 8:49 AM >>> Technology and Professional Development Colleagues, itunes -- the Apple online music store -- now has a new area offering free university and college lectures and other education presentations. It is called itunes university or itunes u. http://www.apple.com/education/itunesu/ If you have a look, consider the following: 1. Is there anything there that would be useful to adult secondary education classes (GED, EDP, ADP, or College Transiton) for introducing their students to college? If so, what? 2. Would it be useful to have a new category on itunes u, under "Beyond Universities" for Teacher Training or Teacher Improvement . (For example we now have links to over 30 free, short adult ed classroom videos on the MLoTS Web site [ www.mlots.org ]. Itunes u might include those as well as other kinds of professional development videos and slide shows. Would it be worthwhile for me to ask itunes u to set this up? If they did, would you use it? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to mcalhoun at dallasisd.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071211/3d76db28/attachment.html From pumarosa21 at yahoo.com Wed Dec 12 17:42:37 2007 From: pumarosa21 at yahoo.com (Paul Rogers) Date: Wed, 12 Dec 2007 14:42:37 -0800 (PST) Subject: [Technology 1411] Tech fluency and English skills - research? In-Reply-To: Message-ID: <285682.37253.qm@web36905.mail.mud.yahoo.com> I am interested in research or observations that point to a relationship between the acquisition of tech skills and improvements in English language learning. Paul Rogers --------------------------------- Never miss a thing. Make Yahoo your homepage. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071212/bfa72fb4/attachment.html From barry.bakin at lausd.net Thu Dec 13 17:41:28 2007 From: barry.bakin at lausd.net (Bakin, Barry) Date: Thu, 13 Dec 2007 14:41:28 -0800 Subject: [Technology 1412] Re: Tech fluency and English skills - research? In-Reply-To: <285682.37253.qm@web36905.mail.mud.yahoo.com> Message-ID: <04E56D7139A45949A5435413801707A273DE08@mailbe-la05.lausd.net> I've had the following document in a folder for reference for quite some time. It's not specifically about language learning and it is probably dated now but could be a good starting point for you. http://www.nsba.org/sbot/toolkit/tiol.html While not solely about tech skills and improvements in English Language Learning, the following is a study of the ESL CBET program at the Division of Adult and Career Education of the Los Angeles Unified School Districts that did try to see if there was a relationship between the use of technology and student learning gains. http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/FLDR_ORGANIZATIONS/ FLDR_PLCY_RES_DEV/PAR_DIVISION_MAIN/PERB/PUBLICATIONS/REPORTS/RPT%20ESLC BET%20EFFECT.PDF -----Original Message----- From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Paul Rogers Sent: Wednesday, December 12, 2007 2:43 PM To: The Technology and Literacy Discussion List Subject: [Technology 1411] Tech fluency and English skills - research? I am interested in research or observations that point to a relationship between the acquisition of tech skills and improvements in English language learning. Paul Rogers ________________________________ Never miss a thing. Make Yahoo your homepage. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071213/31356d49/attachment.html From djrosen at comcast.net Thu Dec 13 09:25:23 2007 From: djrosen at comcast.net (David J. Rosen) Date: Thu, 13 Dec 2007 09:25:23 -0500 Subject: [Technology 1413] Re: Tech fluency and English skills - research? In-Reply-To: <285682.37253.qm@web36905.mail.mud.yahoo.com> References: <285682.37253.qm@web36905.mail.mud.yahoo.com> Message-ID: <476140D3.8060601@comcast.net> Paul and others, The Research section of the Technology Area on the Adult Literacy Education Wiki describes outcomes from studies in California and Pennsylvania (the PA one is an experimental design study, although with a very small sample) that support that English language learners who supplement classroom learning with videos, computer assisted language learning or online learning do better than learners who only attend class. (Cut and paste the long, two-line URL below in your browser. http://wiki.literacytent.org/index.php/ResearchO nTech#Is_supplemental_.28blended.29_DL_instruction_an_effective_learning_tool.3F Anyone, if there are other studies of which you are aware that should be included in the Adult Literacy Education Wiki Technology Research section, please add in the information on the wiki page yourself, or email it to me to add. Perhaps Steve Quann or Diana Satin might have some observations on this question, as well. Here's an article and a book of theirs that describe ways to integrate English language learning with technology learning. http://www.ncsall.net/?id=301 http://www.press.umich.edu/titleDetailDesc.do?id=9141 David J. Rosen djrosen at comcast.net Paul Rogers wrote: > I am interested in research or observations that point to a > relationship between the acquisition of tech skills and improvements > in English language learning. > Paul Rogers > > ------------------------------------------------------------------------ > Never miss a thing. Make Yahoo your homepage. > > >------------------------------------------------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology >Email delivered to djrosen at comcast.net > From gspangenberg at caalusa.org Fri Dec 14 07:16:57 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Fri, 14 Dec 2007 07:16:57 -0500 Subject: [Technology 1414] CAAL Releases New Commission Papers Message-ID: NEWS RELEASE (December 14, NYC) -- Two new papers prepared for the National Commission on Adult Literacy were released today by the Council for Advancement of Adult Literacy: THE FISCAL CONSEQUENCES OF ADULT EDUCATIONAL ATTAINMENT (66 pages) was prepared for the Commission?s December 4th meeting by a team of researchers from the Center for Labor Management Studies of Northeastern University, under the leadership of Commissioner Andrew Sum. The report studies the earnings of adults according to their level of education achievement in terms of the impact those earnings have on the fiscal affairs of the states and the lives of individuals. Appendix E of the report gives estimates of annual net fiscal contributions of adults by education attainment level for the 13 largest states. The report findings have major implications for the purposes and conduct of the nation?s adult education and literacy enterprise at all levels of service. The report should also be of high interest to state and federal polilcymakers and planners, as well as the business community. CHALLENGES IN ASSESSING FOR POSTSECONDARY READINESS (26 pages) was also prepared for the Commission's December 4th meeting. This Policy Brief was written by Daryl F. Mellard and Gretchen Anderson of the Division of Adult Studies, Center for Research on Learning, University of Kansas. It examines the major assessments in use today to measure adult learning gains and determine student placements ? e.g., BEST, CASAS, TABE, COMPASS, ASSET, and ACCUPLACER in terms of their uses and how they well they align with postsecondary education entry requirements. Special attention is given to the GED. The authors identify several problems and challenges as well as recommendations to resolve them. The two papers are available in PDF from the Publication page of the websites of the Commission and of CAAL: www.nationalcommissiononadultliteracy.org or www.caalusa.org. Both publications are also available in bound form from CAAL (contact bheitner at caalusa.org for ordering instructions The work of the National Commission on Adult Literacy is funded by the Dollar General Corporation, The Mc-Graw-HIll Companies, Harold W. McGraw, Jr., the Charles Stewart Mott Foundation, the Ford Foundation, and individual donors. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071214/ad61f18a/attachment.html From MMaralit at NIFL.gov Mon Dec 17 09:59:06 2007 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Mon, 17 Dec 2007 09:59:06 -0500 Subject: [Technology 1415] January 11 Webcast: Register Now References: <0122B345-3693-4B80-99C2-AE93BDC64E31@comcast.net> <4062487BDB6029428A763CAEF4E1FE5B15382EB7@wdcrobe2m03.ed.gov> Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C50F1@wdcrobe2m03.ed.gov> ** REGISTRATION OPEN FOR Reading Assessment Webcast, Part 2 ** >From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults Part 2: Specific Instructional Strategies for Fluency and Vocabulary WHEN: Friday, January 11, 2008 TIME: 1:30 PM - 2:45 PM Eastern Time 12:30 PM - 1:45 PM Central Time 11:30 AM - 12:45 PM Mountain Time 10:30 AM - 11:45 AM Pacific Time Please join us for Part 2 of "From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults" webcast. This follow-up webcast will focus on specific instructional strategies for two other components of reading, fluency and vocabulary. The presenters will show how all four components provide a natural framework for assessing adult students' reading ability, and how assessment results can lead seamlessly to a program of instruction to improve students' reading. REGISTRATION NOW OPEN To register and for more information, please go to: http://www.nifl.gov/nifl/webcasts/assesspractice2/webcast0111.html Once you have registered, you will receive a confirmation email and a reminder email before the event. This seventy-minute webcast is a part two for the webcast presented on September 28, 2007: From Assessment to Practice-Research-Based Approaches to Teaching Reading to Adults . The main purpose of the first webcast was to present a compelling rationale for the use of research-based principles for adult reading instruction. The presenters used two components of reading, word analysis and comprehension, as examples to illustrate research-based practices, focusing on specific instructional strategies derived from the research. For more information, please contact info at nifl.gov or call 202-233-2025 or visit us online at: http://www.nifl.gov/. Thanks, Jo Maralit mmaralit at nifl.gov From kbeall at onlyinternet.net Mon Dec 17 15:30:56 2007 From: kbeall at onlyinternet.net (Kaye Beall) Date: Mon, 17 Dec 2007 15:30:56 -0500 Subject: [Technology 1416] New issue of Focus on Basics published by World Education Message-ID: <001701c840eb$ba62d2b0$030ba8c0@D14J7YD1> The new issue of "Focus on Basics" is now available at www.worlded.org. Published by World Education, the theme is Learning Disabilities. Articles include: - An update on the neurobiology of dyslexia - A look at legal issues related to LD and what they mean for programs - The evolution of an ABE teacher and her practice, a program and its practices, and states and their policies, all as they relate to learning disabilities - ESOL and LD, theory and practice - Assistive technology - Transitioning students with learning disabilities to college Soon you'll be able to discuss the articles with the authors and your colleagues on this list. Watch for notices soon. Regards, Barb Garner Editor -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071217/daa78492/attachment.html From nfriday at alphaplus.ca Tue Dec 18 09:59:51 2007 From: nfriday at alphaplus.ca (Nancy Friday) Date: Tue, 18 Dec 2007 09:59:51 -0500 Subject: [Technology 1417] Re: Tech fluency and English skills - research? In-Reply-To: <285682.37253.qm@web36905.mail.mud.yahoo.com> References: <285682.37253.qm@web36905.mail.mud.yahoo.com> Message-ID: Hi Paul, Given your topic of research you may be interested in some research we did in 2003 in Ontario, Canada called What Difference Does It Make? The focus of our research was to ask students (142 were asked) from a wide range of Ontario English literacy programs (42 participated) what differences they saw in their literacy skills as a result of using technology. We were particularly interested in the impact an online environment like AlphaRoute was having on their acquisition of literacy skills, but understood from student responses that they were referring to the full range of technology they used to learn when responding to our interview questions. You can access the report from the link below. http://www.resources.alpharoute.org/pdfs/Whatdifferencedoesitmake.pdf Nancy From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Paul Rogers Sent: Wednesday, December 12, 2007 5:43 PM To: The Technology and Literacy Discussion List Subject: [Technology 1411] Tech fluency and English skills - research? I am interested in research or observations that point to a relationship between the acquisition of tech skills and improvements in English language learning. Paul Rogers ________________________________ Never miss a thing. Make Yahoo your homepage. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071218/a2968664/attachment.html From MariannF at lacnyc.org Thu Dec 20 15:08:24 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 20 Dec 2007 15:08:24 -0500 Subject: [Technology 1418] topics and guests for 2008 Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B7E@lac-exch.lacnyc.local> Hello Tech list colleagues, 2007 has been a good year for the Tech list. Many of us have been on the list for several years and many have recently joined. Most importantly, a great number of us are posting messages and sharing our experiences, resources and professional wisdom on a regular basis. To look back at the topics we covered, discussion we had and guests who joined us you can go the Tech list archive at: http://www.nifl.gov/mailman/listinfo/Technology To ring in 2008, I hope you can take a moment and provide some feedback for going forward. What topics would you like to see covered through planned discussions? What guests might you recommend for facilitating special discussions? What other types of activities would you like to see on the list (ex. Planned book discussion, research updates...)? What suggestions do you have for actively engaging the subscribers to the Tech list? Please send your thoughts and recommendations to either the list as a whole or to me off-list by January 5th. I will compile them and forward them on to everyone. Wishing you a happy holiday season and peace in the New Year, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071220/e55ce23a/attachment.html From MariannF at lacnyc.org Thu Dec 20 15:51:35 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 20 Dec 2007 15:51:35 -0500 Subject: [Technology 1419] retrospective Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B8F@lac-exch.lacnyc.local> Hello all, It's a good time of the year to take stock and reflect. A recent CNN article (link below) begins, "Like a first love or a first car, a first computer can hold a special place in people's hearts. For millions of kids who grew up in the 1980s, that first computer was the Commodore 64. Twenty-five years later, that first brush with computer addiction is as strong as ever." For you, what was that first piece of hardware, software, or internet application that captured your imagination and brought you in to the technophile/techie fold? When working with your students is there something that is sure to get them hooked and motivated to explore using new technologies? I was a Commodore 64 owner myself. It was mostly used for playing Pong, but it was fun and was a gateway. How about you? http://www.cnn.com/2007/TECH/ptech/12/07/c64/index.html Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071220/f6464507/attachment.html From akira.kamiya at umb.edu Thu Dec 20 16:26:16 2007 From: akira.kamiya at umb.edu (akira at boston sabes) Date: Thu, 20 Dec 2007 16:26:16 -0500 Subject: [Technology 1420] Re: retrospective In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B8F@lac-exch.lacnyc.local> Message-ID: fun thread idea ! I think the most useful thing that I did in the beginning (mid to late 80s) was to use PINE, a unix commnad line email program and also read usenet news groups. This was when the world wide web was only text based and strickly non-commercial ! My how things have changed. These two things really made me think WOW this is revolutionary stuff ! Instant communication; one to one and one to many from all over the world ! -Akira ._____________________________________________________________________. AKIRA KAMIYA Adult Literacy Resource Institute Computer Field Technologist - Greater Boston Tel 617-287-4075 The people have the power... to wrestle the earth from fools -Patti Smith .______________________________________________________________________. On 12/20/07 3:51 PM, "Mariann Fedele" wrote: > Hello all, > It?s a good time of the year to take stock and reflect. A recent CNN article > (link below) begins, ?Like a first love or a first car, a first computer can > hold a special place in people's hearts. For millions of kids who grew up in > the 1980s, that first computer was the Commodore 64. Twenty-five years later, > that first brush with computer addiction is as strong as ever.? > > For you, what was that first piece of hardware, software, or internet > application that captured your imagination and brought you in to the > technophile/techie fold? > When working with your students is there something that is sure to get them > hooked and motivated to explore using new technologies? > > I was a Commodore 64 owner myself. It was mostly used for playing Pong, but it > was fun and was a gateway. How about you? > > http://www.cnn.com/2007/TECH/ptech/12/07/c64/index.html > > > Mariann Fedele > Director, > NYC Regional Adult Education Network > 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 > www.lacnyc.org > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to akira.kamiya at umb.edu -- -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071220/a976c35f/attachment.html From MarilynR at lacnyc.org Thu Dec 20 16:27:03 2007 From: MarilynR at lacnyc.org (Marilyn Rymniak) Date: Thu, 20 Dec 2007 16:27:03 -0500 Subject: [Technology 1421] Re: retrospective In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B8F@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B8F@lac-exch.lacnyc.local> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB855665F@lac-exch.lacnyc.local> Great question, Mariann! For me... there's no doubt about it ... my "I'm in techno-love" moment came in December 1983 when I first saw that beautiful 18-page brochure inside my Newsweek subscription that month announcing the January 1984 debut of the original Apple Macintosh 128K. By the time I saw the famous Ridley Scott "Big Brother" commercial on January 22,1984 during halftime of the Raiders-Redskins Super Bowl game, I was sold. I just had to have a Mac! The 1984 price was $2,495 US. It had a beige case containing a 9-inch monitor, and came with a keyboard and mouse and those cute little MacWrite + MacPaint disks (all of which I still have). An indentation in the top of the case allowed the computer to be lifted and carried. I still have that little fellow (in storage) with his later siblings (The 512K, the Classic, the Mac SE, the Mac II and the iMac) along with that beautiful 18-page brochure and the November 1984 Newsweek when Apple bought all 39 pages of advertising to launch their "Test Drive a Macintosh" promotion. Macintosh unleashed a lot of creative energy in a lot of people - including many educators - Apple is still doing this with ipods and other interactive media devices. Happy Holidays!! -- Marilyn Marilyn J. Rymniak Project Leader - NYSED Statewide Professional Development System Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Voice: 212-803-3322 Fax: 212-785-3685 E-Mail: marilynr at lacnyc.org www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Thursday, December 20, 2007 3:52 PM To: The Technology and Literacy Discussion List Subject: [Technology 1419] retrospective Hello all, It's a good time of the year to take stock and reflect. A recent CNN article (link below) begins, "Like a first love or a first car, a first computer can hold a special place in people's hearts. For millions of kids who grew up in the 1980s, that first computer was the Commodore 64. Twenty-five years later, that first brush with computer addiction is as strong as ever." For you, what was that first piece of hardware, software, or internet application that captured your imagination and brought you in to the technophile/techie fold? When working with your students is there something that is sure to get them hooked and motivated to explore using new technologies? I was a Commodore 64 owner myself. It was mostly used for playing Pong, but it was fun and was a gateway. How about you? http://www.cnn.com/2007/TECH/ptech/12/07/c64/index.html Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071220/2c190f1d/attachment.html From MariannF at lacnyc.org Thu Dec 20 16:40:53 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 20 Dec 2007 16:40:53 -0500 Subject: [Technology 1422] Re: retrospective In-Reply-To: Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B9E@lac-exch.lacnyc.local> Thanks for this Akira! Agreed, using the World Wide Web for the first time (I believe I was introduced by a college friend a physics major and lovable tech-nerd) by way of a news group was a very "wow" moment. I suppose this was a very early precursor to discussion groups, bulletin boards and blogs. What are the "wow' moments for the students you work with? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of akira at boston sabes Sent: Thursday, December 20, 2007 4:26 PM To: The Technology and Literacy Discussion List Subject: [Technology 1420] Re: retrospective fun thread idea ! I think the most useful thing that I did in the beginning (mid to late 80s) was to use PINE, a unix commnad line email program and also read usenet news groups. This was when the world wide web was only text based and strickly non-commercial ! My how things have changed. These two things really made me think WOW this is revolutionary stuff ! Instant communication; one to one and one to many from all over the world ! -Akira ._____________________________________________________________________. AKIRA KAMIYA Adult Literacy Resource Institute Computer Field Technologist - Greater Boston Tel 617-287-4075 The people have the power... to wrestle the earth from fools -Patti Smith .______________________________________________________________________. On 12/20/07 3:51 PM, "Mariann Fedele" wrote: Hello all, It's a good time of the year to take stock and reflect. A recent CNN article (link below) begins, "Like a first love or a first car, a first computer can hold a special place in people's hearts. For millions of kids who grew up in the 1980s, that first computer was the Commodore 64. Twenty-five years later, that first brush with computer addiction is as strong as ever." For you, what was that first piece of hardware, software, or internet application that captured your imagination and brought you in to the technophile/techie fold? When working with your students is there something that is sure to get them hooked and motivated to explore using new technologies? I was a Commodore 64 owner myself. It was mostly used for playing Pong, but it was fun and was a gateway. How about you? http://www.cnn.com/2007/TECH/ptech/12/07/c64/index.html Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to akira.kamiya at umb.edu -- -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071220/ad1a4147/attachment.html From MariannF at lacnyc.org Thu Dec 20 16:45:38 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Thu, 20 Dec 2007 16:45:38 -0500 Subject: [Technology 1423] Re: retrospective In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB855665F@lac-exch.lacnyc.local> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B9F@lac-exch.lacnyc.local> Thanks Marilyn, and good to hear from you on the list! On the Mac front, I have only one adult literacy program using a Mac based lab, and in was decided in large part by a grant they received to do video making that required IMac editing. I know Mac fans are dedicated, what would be your argument for using Macs in an adult ed. setting? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Marilyn Rymniak Sent: Thursday, December 20, 2007 4:27 PM To: The Technology and Literacy Discussion List Subject: [Technology 1421] Re: retrospective Great question, Mariann! For me... there's no doubt about it ... my "I'm in techno-love" moment came in December 1983 when I first saw that beautiful 18-page brochure inside my Newsweek subscription that month announcing the January 1984 debut of the original Apple Macintosh 128K. By the time I saw the famous Ridley Scott "Big Brother" commercial on January 22,1984 during halftime of the Raiders-Redskins Super Bowl game, I was sold. I just had to have a Mac! The 1984 price was $2,495 US. It had a beige case containing a 9-inch monitor, and came with a keyboard and mouse and those cute little MacWrite + MacPaint disks (all of which I still have). An indentation in the top of the case allowed the computer to be lifted and carried. I still have that little fellow (in storage) with his later siblings (The 512K, the Classic, the Mac SE, the Mac II and the iMac) along with that beautiful 18-page brochure and the November 1984 Newsweek when Apple bought all 39 pages of advertising to launch their "Test Drive a Macintosh" promotion. Macintosh unleashed a lot of creative energy in a lot of people - including many educators - Apple is still doing this with ipods and other interactive media devices. Happy Holidays!! -- Marilyn Marilyn J. Rymniak Project Leader - NYSED Statewide Professional Development System Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Voice: 212-803-3322 Fax: 212-785-3685 E-Mail: marilynr at lacnyc.org www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Thursday, December 20, 2007 3:52 PM To: The Technology and Literacy Discussion List Subject: [Technology 1419] retrospective Hello all, It's a good time of the year to take stock and reflect. A recent CNN article (link below) begins, "Like a first love or a first car, a first computer can hold a special place in people's hearts. For millions of kids who grew up in the 1980s, that first computer was the Commodore 64. Twenty-five years later, that first brush with computer addiction is as strong as ever." For you, what was that first piece of hardware, software, or internet application that captured your imagination and brought you in to the technophile/techie fold? When working with your students is there something that is sure to get them hooked and motivated to explore using new technologies? I was a Commodore 64 owner myself. It was mostly used for playing Pong, but it was fun and was a gateway. How about you? http://www.cnn.com/2007/TECH/ptech/12/07/c64/index.html Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071220/9c53435a/attachment.html From MarilynR at lacnyc.org Thu Dec 20 16:51:24 2007 From: MarilynR at lacnyc.org (Marilyn Rymniak) Date: Thu, 20 Dec 2007 16:51:24 -0500 Subject: [Technology 1424] Re: retrospective In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B9F@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB855665F@lac-exch.lacnyc.local> <6E8BC13A30982C44BCD32B38FB8F5AB85E7B9F@lac-exch.lacnyc.local> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8556661@lac-exch.lacnyc.local> I'm sure other Mac users can jump in here - but for me, the intuitive nature of the Mac's graphic interface makes using a computer more accessible to a wider swatch of the general population, including learners who have had difficulties with Literacy in general. Creativity is unleashed. - Marilyn Marilyn J. Rymniak Project Leader - NYSED Statewide Professional Development System Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Voice: 212-803-3322 Fax: 212-785-3685 E-Mail: marilynr at lacnyc.org www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Thursday, December 20, 2007 4:46 PM To: The Technology and Literacy Discussion List Subject: [Technology 1423] Re: retrospective Thanks Marilyn, and good to hear from you on the list! On the Mac front, I have only one adult literacy program using a Mac based lab, and in was decided in large part by a grant they received to do video making that required IMac editing. I know Mac fans are dedicated, what would be your argument for using Macs in an adult ed. setting? Best, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Marilyn Rymniak Sent: Thursday, December 20, 2007 4:27 PM To: The Technology and Literacy Discussion List Subject: [Technology 1421] Re: retrospective Great question, Mariann! For me... there's no doubt about it ... my "I'm in techno-love" moment came in December 1983 when I first saw that beautiful 18-page brochure inside my Newsweek subscription that month announcing the January 1984 debut of the original Apple Macintosh 128K. By the time I saw the famous Ridley Scott "Big Brother" commercial on January 22,1984 during halftime of the Raiders-Redskins Super Bowl game, I was sold. I just had to have a Mac! The 1984 price was $2,495 US. It had a beige case containing a 9-inch monitor, and came with a keyboard and mouse and those cute little MacWrite + MacPaint disks (all of which I still have). An indentation in the top of the case allowed the computer to be lifted and carried. I still have that little fellow (in storage) with his later siblings (The 512K, the Classic, the Mac SE, the Mac II and the iMac) along with that beautiful 18-page brochure and the November 1984 Newsweek when Apple bought all 39 pages of advertising to launch their "Test Drive a Macintosh" promotion. Macintosh unleashed a lot of creative energy in a lot of people - including many educators - Apple is still doing this with ipods and other interactive media devices. Happy Holidays!! -- Marilyn Marilyn J. Rymniak Project Leader - NYSED Statewide Professional Development System Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Voice: 212-803-3322 Fax: 212-785-3685 E-Mail: marilynr at lacnyc.org www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of Mariann Fedele Sent: Thursday, December 20, 2007 3:52 PM To: The Technology and Literacy Discussion List Subject: [Technology 1419] retrospective Hello all, It's a good time of the year to take stock and reflect. A recent CNN article (link below) begins, "Like a first love or a first car, a first computer can hold a special place in people's hearts. For millions of kids who grew up in the 1980s, that first computer was the Commodore 64. Twenty-five years later, that first brush with computer addiction is as strong as ever." For you, what was that first piece of hardware, software, or internet application that captured your imagination and brought you in to the technophile/techie fold? When working with your students is there something that is sure to get them hooked and motivated to explore using new technologies? I was a Commodore 64 owner myself. It was mostly used for playing Pong, but it was fun and was a gateway. How about you? http://www.cnn.com/2007/TECH/ptech/12/07/c64/index.html Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071220/18badee0/attachment.html From linda_c_perry at sbcglobal.net Thu Dec 20 17:31:41 2007 From: linda_c_perry at sbcglobal.net (Linda Perry) Date: Thu, 20 Dec 2007 14:31:41 -0800 Subject: [Technology 1425] Re: retrospective In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB8556661@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB855665F@lac-exch.lacnyc.local> <6E8BC13A30982C44BCD32B38FB8F5AB85E7B9F@lac-exch.lacnyc.local> <6E8BC13A30982C44BCD32B38FB8F5AB8556661@lac-exch.lacnyc.local> Message-ID: I agree about the intuitive nature of Macs. Applications such as iPhoto, iMovie, iTunes, GarageBand, Keynote, Pages, etc. were designed to work together. Your students can create movies, slideshows and podcasts using PCs but it is more difficult since all multimedia applications were designed by different people so weren't created to work together. With a Mac's Media browser found on iMovie, iDVD, Keynote, Pages, etc, you and your students can access music, photos, and movies and easily pull them into slideshows, podcasts, or other multimedia creations. The newest Macs come with built in cameras that can be used to take still pictures, video or used for video chat activities between classes. The built in camera can be used in place of a scanner, too, if your students hold up a picture, hand drawn poster, or photograph in front of the camera. They can do interviews or simulated newscasts using the camera and edit what's been taped in iMovie. Apple's built in Universal Access features found in System Preferences can support adult education students, too. It is easy to set a keyboard command to read text aloud (any text .... whether it be text on any website or on a Word or Pages document as long as it is highlighted). The new voice in Leopard, Alex, does not sound at all robotic. You can use keyboard strokes, Command + and Command -, to zoom in or out to make text larger or smaller for students who might have vision issues. The Mac also comes with a built in dictionary (complete with thesaurus) where the items can be read aloud. And the latest version of Safari links to the dictionary so students can easily learn definitions of unknown words found on webpages. The new Find feature in Safari also makes scanning for specific information very easy. I think the Mac would be a great addition to any adult education program. Linda Linda Perry Beyond The Text, Educational Consulting http://web.mac.com/linda_perry/ linda_perry at mac.com On Dec 20, 2007, at 1:51 PM, Marilyn Rymniak wrote: > I?m sure other Mac users can jump in here ? but for me, the > intuitive nature of the Mac?s graphic interface makes using a > computer more accessible to a wider swatch of the general > population, including learners who have had difficulties with > Literacy in general. Creativity is unleashed. ? Marilyn > > Marilyn J. Rymniak > Project Leader - NYSED Statewide Professional Development System > Literacy Assistance Center > 32 Broadway, 10th Floor > New York, NY 10004 > Voice: 212-803-3322 > Fax: 212-785-3685 > E-Mail: marilynr at lacnyc.org > www.lacnyc.org > > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Mariann Fedele > Sent: Thursday, December 20, 2007 4:46 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1423] Re: retrospective > > Thanks Marilyn, and good to hear from you on the list! > On the Mac front, I have only one adult literacy program using a Mac > based lab, and in was decided in large part by a grant they received > to do video making that required IMac editing. > I know Mac fans are dedicated, what would be your argument for using > Macs in an adult ed. setting? > Best, > Mariann > > > Mariann Fedele > Director, > NYC Regional Adult Education Network > 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 > www.lacnyc.org > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Marilyn Rymniak > Sent: Thursday, December 20, 2007 4:27 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1421] Re: retrospective > > Great question, Mariann! > > For me? there?s no doubt about it ? my ?I?m in techno-love? moment > came in December 1983 when I first saw that beautiful 18-page > brochure inside my Newsweek subscription that month announcing the > January 1984 debut of the original Apple Macintosh 128K. By the > time I saw the famous Ridley Scott ?Big Brother? commercial on > January 22,1984 during halftime of the Raiders-Redskins Super Bowl > game, I was sold. I just had to have a Mac! > > The 1984 price was $2,495 US. It had a beige case containing a 9- > inch monitor, and came with a keyboard and mouse and those cute > little MacWrite + MacPaint disks (all of which I still have). An > indentation in the top of the case allowed the computer to be lifted > and carried. I still have that little fellow (in storage) with his > later siblings (The 512K, the Classic, the Mac SE, the Mac II and > the iMac) along with that beautiful 18-page brochure and the > November 1984 Newsweek when Apple bought all 39 pages of advertising > to launch their ?Test Drive a Macintosh? promotion. > > Macintosh unleashed a lot of creative energy in a lot of people ? > including many educators ? Apple is still doing this with ipods and > other interactive media devices. > > Happy Holidays!! -- Marilyn > > > Marilyn J. Rymniak > Project Leader - NYSED Statewide Professional Development System > Literacy Assistance Center > 32 Broadway, 10th Floor > New York, NY 10004 > Voice: 212-803-3322 > Fax: 212-785-3685 > E-Mail: marilynr at lacnyc.org > www.lacnyc.org > > From: technology-bounces at nifl.gov [mailto:technology- > bounces at nifl.gov] On Behalf Of Mariann Fedele > Sent: Thursday, December 20, 2007 3:52 PM > To: The Technology and Literacy Discussion List > Subject: [Technology 1419] retrospective > > Hello all, > It?s a good time of the year to take stock and reflect. A recent CNN > article (link below) begins, ?Like a first love or a first car, a > first computer can hold a special place in people's hearts. For > millions of kids who grew up in the 1980s, that first computer was > the Commodore 64. Twenty-five years later, that first brush with > computer addiction is as strong as ever.? > > For you, what was that first piece of hardware, software, or > internet application that captured your imagination and brought you > in to the technophile/techie fold? > When working with your students is there something that is sure to > get them hooked and motivated to explore using new technologies? > > I was a Commodore 64 owner myself. It was mostly used for playing > Pong, but it was fun and was a gateway. How about you? > > http://www.cnn.com/2007/TECH/ptech/12/07/c64/index.html > > > Mariann Fedele > Director, > NYC Regional Adult Education Network > 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 > www.lacnyc.org > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology > Email delivered to linda_c_perry at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071220/f5540c56/attachment.html From dwilliams52 at sbcglobal.net Thu Dec 20 21:23:19 2007 From: dwilliams52 at sbcglobal.net (David Williams) Date: Thu, 20 Dec 2007 18:23:19 -0800 (PST) Subject: [Technology 1426] Re: retrospective In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B8F@lac-exch.lacnyc.local> Message-ID: <57194.23270.qm@web83504.mail.sp1.yahoo.com> My first personal computer was an Apple IIc that I purchased originally for my kids after their mother and I divorced. I bought the Apple for them because, at that time (mid-80's) their was a great deal more k-12 educational software for the Apple computers. I soon had to buy a second Apple IIc to have at my house when they stayed with me. I started exploring various programs that were available for the Apple (some games, some graphic art and some just basic office type software). But I really started "loving" my computer when I took it aboard ship with me and began developing computer generated items for my department. Later I became more of a "PC" kind of person rather than Apple, but I can tell you, I was editing and inserting graphics in home videos with that Apple IIc in 1991 while I wasn't able to do that with a PC until about 2003. Dave Williams Assistant Principal Beaumont Adult School Mariann Fedele wrote: st1\:*{behavior:url(#default#ieooui) } Hello all, It?s a good time of the year to take stock and reflect. A recent CNN article (link below) begins, ?Like a first love or a first car, a first computer can hold a special place in people's hearts. For millions of kids who grew up in the 1980s, that first computer was the Commodore 64. Twenty-five years later, that first brush with computer addiction is as strong as ever.? For you, what was that first piece of hardware, software, or internet application that captured your imagination and brought you in to the technophile/techie fold? When working with your students is there something that is sure to get them hooked and motivated to explore using new technologies? I was a Commodore 64 owner myself. It was mostly used for playing Pong, but it was fun and was a gateway. How about you? http://www.cnn.com/2007/TECH/ptech/12/07/c64/index.html Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to dwilliams52 at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071220/b5d372dd/attachment.html From djrosen at comcast.net Fri Dec 21 08:12:44 2007 From: djrosen at comcast.net (David J. Rosen) Date: Fri, 21 Dec 2007 08:12:44 -0500 Subject: [Technology 1427] Re: topics and guests for 2008 In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B7E@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B7E@lac-exch.lacnyc.local> Message-ID: <77B25B70-1247-48FA-92CA-F9DCC7F4C1F5@comcast.net> Hi Marianne, Here are some topics I would like to to have us discuss in 2008 1. The potential of the XO (The so-called $100 computer, actually $188) and other inexpensive laptops for students and self-study learners in adult and family literacy programs. For example, is the xo "mesh networking" useful to adult literacy programs where students need to be connected in a community of learners? 2. Open Office and other Linux-based free software. Are adult literacy programs using these applications? If so, how? 3. Classroom videos. Is pioneer Barry Burkett alone on the new digital video-in-the-classroom frontier, or are other adult education teachers also video-ing their classes, and other teachers' classes? Let's see and talk about some of these videos? How are they being used? How could they be used? 4. Integrating technology in the classroom. I would like to hear from teachers who believe they are doing this. What's the this -- what technology/ies do you integrate, and how? How did you learn to do this? 5. New technologies. What new or improved technologies do you think have promise for adult literacy education? How would you like to see them used? 6. Student-made slide shows (PowerPoints) . Let's see some good student examples that are posted on the Web. What was the process for making them? What have teachers and students learned about making good slide shows? How are slide shows being used (for demonstration of attainment of content? For project-based learning? For disseminating information in a community? For other reasons? Happy new year, all. David J. Rosen djrosen at comcast.net On Dec 20, 2007, at 3:08 PM, Mariann Fedele wrote: > Hello Tech list colleagues, > > > 2007 has been a good year for the Tech list. Many of us have been > on the list for several years and many have recently joined. Most > importantly, a great number of us are posting messages and sharing > our experiences, resources and professional wisdom on a regular > basis. To look back at the topics we covered, discussion we had and > guests who joined us you can go the Tech list archive at: > > http://www.nifl.gov/mailman/listinfo/Technology > > > > To ring in 2008, I hope you can take a moment and provide some > feedback for going forward. > > What topics would you like to see covered through planned discussions? > What guests might you recommend for facilitating special discussions? > > What other types of activities would you like to see on the list > (ex. Planned book discussion, research updates...)? > > What suggestions do you have for actively engaging the subscribers > to the Tech list? > > > > Please send your thoughts and recommendations to either the list as > a whole or to me off-list by January 5th. I will compile them and > forward them on to everyone. > > > > Wishing you a happy holiday season and peace in the New Year, > > > > Mariann > > > > > > Mariann Fedele > > Director, > > NYC Regional Adult Education Network > > 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 > www.lacnyc.org > > > > ---------------------------------------------------- > National Institute for Literacy > Technology and Literacy mailing list > Technology at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/technology > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071221/88574a5a/attachment.html From MariannF at lacnyc.org Fri Dec 21 08:55:46 2007 From: MariannF at lacnyc.org (Mariann Fedele) Date: Fri, 21 Dec 2007 08:55:46 -0500 Subject: [Technology 1428] Re: topics and guests for 2008 In-Reply-To: <77B25B70-1247-48FA-92CA-F9DCC7F4C1F5@comcast.net> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB85E7BB5@lac-exch.lacnyc.local> Thank you David and happy holidays! What would others like to see happen on the list in the New Year? One area of interest that I have that hasn't been explored via a discussion before is the use of social networking sites with adult literacy students. Others? Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Friday, December 21, 2007 8:13 AM To: The Technology and Literacy Discussion List Subject: [Technology 1427] Re: topics and guests for 2008 Hi Marianne, Here are some topics I would like to to have us discuss in 2008 1. The potential of the XO (The so-called $100 computer, actually $188) and other inexpensive laptops for students and self-study learners in adult and family literacy programs. For example, is the xo "mesh networking" useful to adult literacy programs where students need to be connected in a community of learners? 2. Open Office and other Linux-based free software. Are adult literacy programs using these applications? If so, how? 3. Classroom videos. Is pioneer Barry Burkett alone on the new digital video-in-the-classroom frontier, or are other adult education teachers also video-ing their classes, and other teachers' classes? Let's see and talk about some of these videos? How are they being used? How could they be used? 4. Integrating technology in the classroom. I would like to hear from teachers who believe they are doing this. What's the this -- what technology/ies do you integrate, and how? How did you learn to do this? 5. New technologies. What new or improved technologies do you think have promise for adult literacy education? How would you like to see them used? 6. Student-made slide shows (PowerPoints) . Let's see some good student examples that are posted on the Web. What was the process for making them? What have teachers and students learned about making good slide shows? How are slide shows being used (for demonstration of attainment of content? For project-based learning? For disseminating information in a community? For other reasons? Happy new year, all. David J. Rosen djrosen at comcast.net On Dec 20, 2007, at 3:08 PM, Mariann Fedele wrote: Hello Tech list colleagues, 2007 has been a good year for the Tech list. Many of us have been on the list for several years and many have recently joined. Most importantly, a great number of us are posting messages and sharing our experiences, resources and professional wisdom on a regular basis. To look back at the topics we covered, discussion we had and guests who joined us you can go the Tech list archive at: http://www.nifl.gov/mailman/listinfo/Technology To ring in 2008, I hope you can take a moment and provide some feedback for going forward. What topics would you like to see covered through planned discussions? What guests might you recommend for facilitating special discussions? What other types of activities would you like to see on the list (ex. Planned book discussion, research updates...)? What suggestions do you have for actively engaging the subscribers to the Tech list? Please send your thoughts and recommendations to either the list as a whole or to me off-list by January 5th. I will compile them and forward them on to everyone. Wishing you a happy holiday season and peace in the New Year, Mariann Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071221/4932e660/attachment.html From ESnay at qcc.mass.edu Fri Dec 21 10:27:09 2007 From: ESnay at qcc.mass.edu (Eunice Snay) Date: Fri, 21 Dec 2007 10:27:09 -0500 Subject: [Technology 1429] Re: retrospective In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B9E@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B9E@lac-exch.lacnyc.local> Message-ID: <7D243C93CC45DC47BD40B11C9D073BA90544287D@HOBBES.campus.qcc.edu> "What are the "wow' moments for the students you work with? Best, Mariann" I've had a few of these moments but I'll share two that are some of my oldest: I used to teach at computer camps during vacation weeks, morning and afternoon sessions. These camps were for youngster. We used Commodore 64's with external tape drives. We used the program "Logo" to teach basic programming. We couldn't get the AM group of students out before the PM group of students started arriving, the student just didn't want to finish. We then had the parents coming by to pick their kids up asking "What is the best computers" to buy for their Kids, because they saw how involved with the computer their children were. At the time Texas Instrument - TI 99 were being discontinuing and selling for I think about $50 at the time. You needed to buy all the software you wanted to use at the same time as it wasn't going be available for much longer. Of course because they were discontinuing the line there was no tech support. Regardless of the equipment I asked the parents what did they wanted to "Do" with the computer. They didn't know, and the kids were too new to the technology to know what they wanted to do or the capability. I still get asked what is the "best" computer to buy and I still have the same question I did back them, find out what software you want to run and buy a computer that will do it for you. I went back to recommending the Commodore 64's because it was going to be around for a longer time. Who knew at the time how short a time it would be with technology that move forward so quickly. The 2nd AHH moment was when I worked at a rehabilitation center in the late 80's early 90's. They received a few Apple GS machines, we then went out and bought, [2nd hand] a few more to have like equipment in the center. The students were adult's with varying disabilities. The staff working with the students asked why we were bringing in computers, if I can't use them how in the world could these students with the disabilities be able to use them. We had a gentleman that didn't communicate, lived within himself, didn't interact with any of the other clients. We sat him in front of one of the Apple GS's with some software we thought he'd like. He was totally engaged, trying to figure out what this was all about. After some time we thought he'd had enough time and we were going to move on the some other clients turn with the computer we couldn't tear him away from the PC. We found the only way we could get him to move on was to turn off the computer and only then did we find he was willingly to go on his merry way. He wasn't the only client that took to the computer tool. But the AHH moment wasn't the student it was the staff watching and becoming convinced that this tool just might be useable for some students. And they found they would give it a try to learn to use it themselves. AHHH going down memory lane & realizing how far computers and the users have really come. Eunice Snay Central SABES Regional Technologist 508-854-4514 esnay at qcc.mass.edu ... ________________________________ From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On Behalf Of akira at boston sabes Sent: Thursday, December 20, 2007 4:26 PM To: The Technology and Literacy Discussion List Subject: [Technology 1420] Re: retrospective fun thread idea ! I think the most useful thing that I did in the beginning (mid to late 80s) was to use PINE, a unix commnad line email program and also read usenet news groups. This was when the world wide web was only text based and strickly non-commercial ! My how things have changed. These two things really made me think WOW this is revolutionary stuff ! Instant communication; one to one and one to many from all over the world ! -Akira ._____________________________________________________________________. AKIRA KAMIYA Adult Literacy Resource Institute Computer Field Technologist - Greater Boston Tel 617-287-4075 The people have the power... to wrestle the earth from fools -Patti Smith .______________________________________________________________________. On 12/20/07 3:51 PM, "Mariann Fedele" wrote: Hello all, It's a good time of the year to take stock and reflect. A recent CNN article (link below) begins, "Like a first love or a first car, a first computer can hold a special place in people's hearts. For millions of kids who grew up in the 1980s, that first computer was the Commodore 64. Twenty-five years later, that first brush with computer addiction is as strong as ever." For you, what was that first piece of hardware, software, or internet application that captured your imagination and brought you in to the technophile/techie fold? When working with your students is there something that is sure to get them hooked and motivated to explore using new technologies? I was a Commodore 64 owner myself. It was mostly used for playing Pong, but it was fun and was a gateway. How about you? http://www.cnn.com/2007/TECH/ptech/12/07/c64/index.html Mariann Fedele Director, NYC Regional Adult Education Network 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 www.lacnyc.org ________________________________ ---------------------------------------------------- National Institute for Literacy Technology and Literacy mailing list Technology at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/technology Email delivered to akira.kamiya at umb.edu -- -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071221/4e87a7d6/attachment.html From Tina_Luffman at yc.edu Fri Dec 21 11:08:48 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Fri, 21 Dec 2007 09:08:48 -0700 Subject: [Technology 1430] Re: retrospective In-Reply-To: <57194.23270.qm@web83504.mail.sp1.yahoo.com> References: <57194.23270.qm@web83504.mail.sp1.yahoo.com> Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071221/9e1aa02f/attachment.html From Tina_Luffman at yc.edu Fri Dec 21 11:10:58 2007 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Fri, 21 Dec 2007 09:10:58 -0700 Subject: [Technology 1431] Re: topics and guests for 2008 In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB85E7BB5@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB85E7BB5@lac-exch.lacnyc.local> Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071221/36713a59/attachment.html From wmz at aol.com Fri Dec 21 11:22:54 2007 From: wmz at aol.com (wmz at aol.com) Date: Fri, 21 Dec 2007 11:22:54 -0500 Subject: [Technology 1432] Online Educational Comics Helping Families Write, Read and Tell Stories Both in English and Spanish Message-ID: <8CA1204DFC0C998-B90-38E1@WEBMAIL-MC09.sysops.aol.com> Dear group, A year ago, when we first launched our comic strip generator -- www.MakeBeliefsComix.com -- you were among the first to give us your support and encouragement in providing a useful educational resource for ESOL and literacy students. We have just upgraded the site to enable users to also write their comics in Spanish as well as in English -- a request made by many educators -- and we have added more fun characters to use in the comics in response to user suggestions. Since the site was launched more 150,000 educators in more than 150 countries are using our free resource to encourage writing, reading and literacy. I hope you will try out our new features and share them with your community. Below is some background on the site. All good wishes to you. Bill Zimmerman I am an author of books that are used in many educational programs to help people find their writers voice. I have launched a free new web site -- http://www.makebeliefscomix.com-- where users can create their own comic strips. It offers fun animal and human characters with different moods, blank talk and thought balloons that are waiting to be filled in with words and dialogue, and story prompts. Schools are using it to encourage youngsters to write, read and express themselves creatively. I am hoping that you will like it and share it with your viewers. I have included an announcement below with more details. With good wishes, Bill Zimmerman New Online Comics Launched for Family Fun and Education ?- http://www.makebeliefscomix.com A new educational web site where children and parents can create their own comic strips and have fun together has been launched by family book author and journalist Bill Zimmerman. At http://www.makebeliefscomix.com visitors can select from 15 animal and human characters with different emotions -- happy, sad, angry, worried ? and write words for blank talk and thought balloons to make their characters talk and think. There also are story ideas and prompts to help users create graphic stories on themes such as: Travel to a Mysterious Place, A Day at School, Write a Love Story, Finding Your Courage, Making Wishes Come True, and A New Fairy Tale. Parents and children can create stories together, print them to create comic books or email to friends and family. The site can also be used by educators to teach language, reading and writing skills, and for students in English-as-a-Second-Language programs to facilitate self-expression and storytelling, as well as computer literacy. Others will find the site a resource to be creative, calm down and have fun. Because so many Spanish-speaking users asked us for the ability to write their cartoons in Spanish as well as in English, we also recently upgraded the site to accept words written in Spanish, including appropriate accent marks. This can be a useful tool for someone who is learning Spanish as well as someone whose first language is Spanish. In time, this feature will be extended to other languages. As one who learned to read with comic books, Zimmerman says, ??I know that creating comic strips can help people tap into their creativity and practice their language and storytelling skills.?? The site is free with no ads and stems from Zimmerman?s lifelong mission to create educational resources that help people find their voice and express themselves imaginatively. The concept for makebeliefscomix.com is derived from his earlier books, Make Beliefs and Make Beliefs for Kids of All Ages (which can be found on his other web site: http://www.billztreasurechest.com). A Make Beliefs interactive feature appeared for 13 years on his syndicated Student Briefing Page for Newsday (which was twice nominated for a Pulitzer) and in National Geographic?s World Magazine. Among Zimmerman?s other books are How to Tape Instant Oral Biographies, a family oral history guide, and 100 Things Guys Need to Know, a book to help boys make their way in life. His email address is: wmz at aol.com or billz at makebeliefscomix.com and he welcomes user feedback on the new site. ________________________________________________________________________ More new features than ever. Check out the new AOL Mail ! - http://webmail.aol.com From mthacher at otan.us Fri Dec 21 11:50:30 2007 From: mthacher at otan.us (Marian Thacher) Date: Fri, 21 Dec 2007 08:50:30 -0800 Subject: [Technology 1433] Re: retrospective In-Reply-To: <7D243C93CC45DC47BD40B11C9D073BA90544287D@HOBBES.campus.qcc.edu> References: <7D243C93CC45DC47BD40B11C9D073BA90544287D@HOBBES.campus.qcc.edu> Message-ID: Apple IIGS was the first computer I had in my classroom too. Graphics and sound - wow! Now the graphics would seem very quaint, I'm sure, but they did add interest to the software. But mainly we used FredWriter, a free word processing program - green letters on a dark screen. It didn't have bells and whistles, but I was very happy not to have to deal with DOS! Marian Thacher OTAN The Technology and Literacy Discussion List on Friday, December 21, 2007 at 7:27 AM -0800 wrote: >"What are the ?wow? moments for the students you work with? > >Best, Mariann" > > > >I've had a few of these moments but I'll share two that are some of my >oldest: > > > >I used to teach at computer camps during vacation weeks, morning and >afternoon sessions. These camps were for youngster. We used Commodore >64's with external tape drives. We used the program "Logo" to teach >basic programming. We couldn't get the AM group of students out before >the PM group of students started arriving, the student just didn't want >to finish. We then had the parents coming by to pick their kids up >asking "What is the best computers" to buy for their Kids, because they >saw how involved with the computer their children were. At the time Texas >Instrument - TI 99 were being discontinuing and selling for I think about >$50 at the time. You needed to buy all the software you wanted to use at >the same time as it wasn't going be available for much longer. Of course >because they were discontinuing the line there was no tech support. >Regardless of the equipment I asked the parents what did they wanted to >"Do" with the computer. They didn't know, and the kids were too new to >the technology to know what they wanted to do or the capability. I still >get asked what is the "best" computer to buy and I still have the same >question I did back them, find out what software you want to run and buy >a computer that will do it for you. I went back to recommending the >Commodore 64's because it was going to be around for a longer time. Who >knew at the time how short a time it would be with technology that move >forward so quickly. > > > >The 2nd AHH moment was when I worked at a rehabilitation center in the >late 80's early 90's. They received a few Apple GS machines, we then >went out and bought, [2nd hand] a few more to have like equipment in the >center. The students were adult's with varying disabilities. The staff >working with the students asked why we were bringing in computers, if I >can't use them how in the world could these students with the >disabilities be able to use them. We had a gentleman that didn't >communicate, lived within himself, didn't interact with any of the other >clients. We sat him in front of one of the Apple GS's with some software >we thought he'd like. He was totally engaged, trying to figure out what >this was all about. After some time we thought he'd had enough time and >we were going to move on the some other clients turn with the computer we >couldn't tear him away from the PC. We found the only way we could get >him to move on was to turn off the computer and only then did we find he >was willingly to go on his merry way. He wasn't the only client that >took to the computer tool. But the AHH moment wasn't the student it was >the staff watching and becoming convinced that this tool just might be >useable for some students. And they found they would give it a try to >learn to use it themselves. > > > >AHHH going down memory lane & realizing how far computers and the users >have really come. > > > >Eunice Snay >Central SABES Regional Technologist >508-854-4514 >esnay at qcc.mass.edu >... >=========================================================================== > > >From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On >Behalf Of akira at boston sabes >Sent: Thursday, December 20, 2007 4:26 PM >To: The Technology and Literacy Discussion List >Subject: [Technology 1420] Re: retrospective > > > > > > >fun thread idea ! > >I think the most useful thing that I did in the beginning (mid to late >80s) was to use >PINE, a unix commnad line email program and also read usenet news groups. >This was when the world wide web was only text based and strickly >non-commercial ! >My how things have changed. > >These two things really made me think WOW this is revolutionary stuff ! >Instant communication; one to one and one to many from all over the world >! > >-Akira > >._____________________________________________________________________. > > AKIRA KAMIYA > Adult Literacy Resource Institute > Computer Field Technologist - Greater Boston > > Tel 617-287-4075 > The people have the power... to wrestle the earth from fools > -Patti Smith >.______________________________________________________________________. > >On 12/20/07 3:51 PM, "Mariann Fedele" wrote: > >Hello all, >It?s a good time of the year to take stock and reflect. A recent CNN >article (link below) begins, ?Like a first love or a first car, a first >computer can hold a special place in people's hearts. For millions of >kids who grew up in the 1980s, that first computer was the Commodore 64. >Twenty-five years later, that first brush with computer addiction is as >strong as ever.? > >For you, what was that first piece of hardware, software, or internet >application that captured your imagination and brought you in to the >technophile/techie fold? >When working with your students is there something that is sure to get >them hooked and motivated to explore using new technologies? > >I was a Commodore 64 owner myself. It was mostly used for playing Pong, >but it was fun and was a gateway. How about you? > >[ http://www.cnn.com/2007/TECH/ptech/12/07/c64/index.html >]http://www.cnn.com/2007/TECH/ptech/12/07/c64/index.html > > >Mariann Fedele >Director, >NYC Regional Adult Education Network >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 [ mailto:mariannf at lacnyc.org ] >www.lacnyc.org [ http://www.lacnyc.org ] > > > > > > ####################################################################### > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to [ >http://www.nifl.gov/mailman/listinfo/technology >]http://www.nifl.gov/mailman/listinfo/technology >Email delivered to akira.kamiya at umb.edu > > > >-- > > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071221/a80f5651/attachment.html From mthacher at otan.us Fri Dec 21 12:00:34 2007 From: mthacher at otan.us (Marian Thacher) Date: Fri, 21 Dec 2007 09:00:34 -0800 Subject: [Technology 1434] Re: retrospective In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B8F@lac-exch.lacnyc.local> References: <6E8BC13A30982C44BCD32B38FB8F5AB85E7B8F@lac-exch.lacnyc.local> Message-ID: Before I had computers in my classroom, before I even know anything about them, a friend introduced me to bulletin boards. She was on a local BBS that a dad had started to teach his kids about the Internet. Many lively discussions between high school kids and adults took place on that board, kept kids at home in front of the computer in the evenings, and gave some adults a window into popular culture. I attended one event at a local burger joint where people from the list (it was local) got together and met each other for the first time. That was so much fun! And that is still what I'm excited about sharing in regards to technology - the ability to connect with people that you never would have been able to find before. This has evolved into social networking, which I think has huge potential for education - education in the broadest sense of the word, some of which takes place in the classroom and a lot of which we just do on our own as we explore. Anyone got a good story about you, or a student, making an unusual connection online? (Educational or informational, not dating. We have plenty of those stories!) I have certainly made some valuable connections with all of you on this list over the last few years. Marian Thacher OTAN The Technology and Literacy Discussion List on Thursday, December 20, 2007 at 12:51 PM -0800 wrote: >Hello all, >It?s a good time of the year to take stock and reflect. A recent CNN >article (link below) begins, ?Like a first love or a first car, a first >computer can hold a special place in people's hearts. For millions of >kids who grew up in the 1980s, that first computer was the Commodore 64. >Twenty-five years later, that first brush with computer addiction is as >strong as ever.? > > >For you, what was that first piece of hardware, software, or internet >application that captured your imagination and brought you in to the >technophile/techie fold? >When working with your students is there something that is sure to get >them hooked and motivated to explore using new technologies? > > >I was a Commodore 64 owner myself. It was mostly used for playing Pong, >but it was fun and was a gateway. How about you? > >http://www.cnn.com/2007/TECH/ptech/12/07/c64/index.html > > > >Mariann Fedele >Director, >NYC Regional Adult Education Network >Literacy Assistance Center > >Moderator, >NIFL Technology and Literacy Discussion List >32 Broadway 10th Floor >New York, New York 10004 >212-803-3325 >[ mailto:mariannf at lacnyc.org ]mariannf at lacnyc.org >[ http://www.lacnyc.org ]www.lacnyc.org > > >---------------------------------------------------- >National Institute for Literacy >Technology and Literacy mailing list >Technology at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/technology >Email delivered to mthacher at otan.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071221/e241d3c1/attachment.html From danson at misericordia.edu Fri Dec 21 13:13:10 2007 From: danson at misericordia.edu (Denis Anson) Date: Fri, 21 Dec 2007 13:13:10 -0500 Subject: [Technology 1435] Re: retrospective In-Reply-To: References: <7D243C93CC45DC47BD40B11C9D073BA90544287D@HOBBES.campus.qcc.edu> Message-ID: <0684F54E-A06E-420D-B564-9A7205A8D950@misericordia.edu> I got my first computer while I was in OT school, when a friend of mine went to work for a small company in California called Apple Computer. At that time, Apple had a "close friends and family" discount of 30% on everything purchased through the company store, even if it wasn't made by Apple. We bought an Apple II+, with language card, which gave me a massive 64K of memory. My original monitor was a 13 inch Zenith, purchased at the local Heathkit store, which displayed the color graphics. I think, but can't prove, that I had the very first Master Thesis produced on computer at the University of Washington. Certainly , I had the first in Rehab Medicine. Where my colleagues were spending hundreds of dollars per draft of their thesis each time the committee wanted a change (it all had to be retyped), I'd just go home, make the changes, and submit a new draft the next day. I wrote the thesis in the Pascal Language editor, and used a special formatting program developed in-house at Apple, but never released, to do underlining, bold and the like. In those days, the monitor could only show upper case letters. In Pascal, an normal upper case letter was really lowercase, and uppercase was displayed in inverse video. I had installed the "one- wire shift key mod" to make the shift key work correctly, and later added an 80 column card and replaced the display chip with a new one to show true upper and lower case characters. I eventually traded that machine off on a new Apple IIe, which was not nearly as easy to type on, and later on a Woz signature IIgs, which I still own. How things have changed. That old 1 MHz machine, with it's 64K of memory, versus my new "Leviathan," which has eight processing cores running at 3 GHz, 5 GB of RAM, and a bit over 2 TB of hard disk storage. (Yeah, I know. But I won't have to upgrade it for a while.) Denis Anson, MS, OTR Director of Research and Development Assistive Technology Research Institute Misericordia University voice: 570-674-6413 fax: 570-674-8054 danson at misericordia.edu From LaFerlazzo at aol.com Sat Dec 22 09:22:59 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Sat, 22 Dec 2007 09:22:59 EST Subject: [Technology 1436] Re: List of Best Web 2.0 Sites For ESL/EFL -- 2007 Message-ID: I thought people might find this list interesting/useful. I've compiled my 2007 picks for the top fifteen Web 2.0 sites for English Language Learners: _http://larryferlazzo.edublogs.org/2007/12/22/the-best-web-20-applications-for -eslefl-learners-2007/_ (http://larryferlazzo.edublogs.org/2007/12/22/the-best-web-20-applications-for-eslefl-learners-2007/) Larry Ferlazzo **************************************See AOL's top rated recipes (http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071222/86d7ed96/attachment.html From LaFerlazzo at aol.com Sat Dec 22 13:00:01 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Sat, 22 Dec 2007 13:00:01 EST Subject: [Technology 1437] Re: The Best Online Learning Games -- 2007 Message-ID: Hi, Everybody, Sorry to send another post today, but I thought people might be interested in this new list I've compiled of my picks for the twelve best online learning games of 2007: _http://larryferlazzo.edublogs.org/2007/12/22/the-best-online-learning-games-2 007/_ (http://larryferlazzo.edublogs.org/2007/12/22/the-best-online-learning-games-2007/) Larry Ferlazzo **************************************See AOL's top rated recipes (http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071222/d2dc1fc7/attachment.html From LaFerlazzo at aol.com Sat Dec 22 16:01:55 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Sat, 22 Dec 2007 16:01:55 EST Subject: [Technology 1438] Re: One Last List -- The Best Internet Sites For English Language Learners 2007 Message-ID: Hello, again, Everybody, This is my last list for the day -- The Ten Best Internet Sites For English Language Learners -- 2007: _http://larryferlazzo.edublogs.org/2007/12/22/the-best-internet-sites-for-engl ish-language-learners-2007/_ (http://larryferlazzo.edublogs.org/2007/12/22/the-best-internet-sites-for-english-language-learners-2007/) Larry Ferlazzo **************************************See AOL's top rated recipes (http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071222/c5541184/attachment.html From bholland at lawrence.k12.ma.us Fri Dec 21 16:20:47 2007 From: bholland at lawrence.k12.ma.us (Bernadette Holland) Date: Fri, 21 Dec 2007 16:20:47 -0500 Subject: [Technology 1439] Re: retrospective Message-ID: Akira reminds me of the time when I worked in a private school?s computer lab. The school still had 2 Apple 2E?s but graduated to those little Mac SE?s. Then, we had a ? Mac and ? PC lab. Now, the lab is 95% PC with Vista, the latest Office version and wireless laptop capability. In the ?old days? out of 100 computers, that lab had one Mac and one PC with Internet using PINE. I recall how cumbersome PINE was. Russian language students loved it for authentic communication with native speakers. I remember the students getting very excited when Mosaic was available with a graphical interface. That was an AHH moment for me, too. Can it really be true that we spent $3,000 for our first PC? In those mouse-less days, my 14 year old son taught me keyboard commands that I still remember. The OS was probably Windows 1.0. I also had a techie neighbor who taught me how to change the floppy drive when it went bad. We felt that we were ?advanced? because we had both types of disk drives in that computer, the 5.25 inch variety and the 3.5 inch drive. Oh how I hated formatting those 3.5 inch disks. And unlucky was the individual who used a Mac disk in a PC and visa versa! Gonzo! What I really want to focus on in ?08 are the technical aspects of digital storytelling. ___ Bern Holland, Technology Facilitator Lawrence Public Schools Adult Learning Center -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071221/26d0b5c0/attachment.html From LaFerlazzo at aol.com Mon Dec 24 03:55:35 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Mon, 24 Dec 2007 03:55:35 EST Subject: [Technology 1440] Re: The Best Search Engines For ESL/EFL Learners Message-ID: Hello, again, everybody, Here's another year-end list specifically for ESL/EFL: The Best Search Engines For ESL/EFL Learners -- 2007 (_http://larryferlazzo.edublogs.org/2007/12/24/the-best-search-engines-for-eslefl-learners-2007/_ (http://larryferlazzo.edublogs.org/2007/12/24/the-best-search-engines-for-eslefl-le arners-2007/) ) I've been preparing some other similar Websites of the Year lists that I haven't emailed this list about. You can access them, and additional ones I'll be posting later this week, at: _http://larryferlazzo.edublogs.org/websites-of-the-year/_ (http://larryferlazzo.edublogs.org/websites-of-the-year/) Larry Ferlazzo Sacramento, CA **************************************See AOL's top rated recipes (http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071224/c5a5bf05/attachment.html From LaFerlazzo at aol.com Tue Dec 25 16:39:49 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Tue, 25 Dec 2007 16:39:49 EST Subject: [Technology 1441] Re: Math, Science, and Social Studies Websites Of The Year Message-ID: Hi, Everybody, Here are a few more lists I've compiled that I thought people might be interested in: Best Math Sites For English Language Learners -- 2007 _http://larryferlazzo.edublogs.org/2007/12/25/the-best-math-sites-for-english- language-learners-2007/_ (http://larryferlazzo.edublogs.org/2007/12/25/the-best-math-sites-for-english-language-learners-2007/) Best Science Websites For Students and Teachers -- 2007 _http://larryferlazzo.edublogs.org/2007/12/24/the-best-science-websites-for-st udents-teachers-2007/_ (http://larryferlazzo.edublogs.org/2007/12/24/the-best-science-websites-for-students-teachers-2007/) Best Social Studies Websites -- 2007 _http://larryferlazzo.edublogs.org/2007/12/23/the-best-social-studies-websites -2007/_ (http://larryferlazzo.edublogs.org/2007/12/23/the-best-social-studies-websites-2007/) There's also been a change in this one that I sent our earlier: Best Search Engines For ESL/EFL Learners -- 2007 _http://larryferlazzo.edublogs.org/2007/12/24/the-best-search-engines-for-esle fl-learners-2007/_ (http://larryferlazzo.edublogs.org/2007/12/24/the-best-search-engines-for-eslefl-learners-2007/) All these lists, previous ones, and future ones can also be found here: _http://larryferlazzo.edublogs.org/websites-of-the-year/_ (http://larryferlazzo.edublogs.org/websites-of-the-year/) And, lastly, feel free to contribute what you feel are the most important things you've learned this year here: _http://larryferlazzo.edublogs.org/2007/12/25/what-did-you-learn-in-2007/_ (http://larryferlazzo.edublogs.org/2007/12/25/what-did-you-learn-in-2007/) Larry Ferlazzo Sacramento, CA **************************************See AOL's top rated recipes (http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071225/73df1f92/attachment.html From djrosen at comcast.net Wed Dec 26 08:17:22 2007 From: djrosen at comcast.net (David J. Rosen) Date: Wed, 26 Dec 2007 08:17:22 -0500 Subject: [Technology 1442] Keeping up with technology Message-ID: <4E3465EC-A2F0-4C50-B329-4C32FAFB309A@comcast.net> NIFL Technology Colleagues, In July 2005, on this discussion list, we talked about ways to keep up with technology. I archived and summarized the discussion in the Technology area of the Adult Literacy Education Wiki. I have just updated the summary. Please take a look. http://wiki.literacytent.org/index.php/AleTechnologyKeepingUp Are there other ways to keep up that should be added to the summary? Would you like to add detail to any of the 26 ways already listed? You can add text directly to the ALE Wiki -- go to http:// wiki.literacytent.org/index.php/Technology and scroll down the page to learn how -- or you could just reply to this message on the Technology discussion list. David J. Rosen djrosen at comcast.net From LaFerlazzo at aol.com Thu Dec 27 16:14:45 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Thu, 27 Dec 2007 16:14:45 EST Subject: [Technology 1443] Re: Final Best Websites of The Year Wrap-Up Message-ID: Hello, again, Everybody, I've put the "winners" for each of the thirteen Websites of the Year lists I've compiled into one post, which also includes a link to each of the lists: _http://larryferlazzo.edublogs.org/2007/12/27/the-best-of-the-best-2007/_ (http://larryferlazzo.edublogs.org/2007/12/27/the-best-of-the-best-2007/) I hope you find them helpful. Larry Ferlazzo **************************************See AOL's top rated recipes (http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071227/2b1bb8d6/attachment.html From djrosen at comcast.net Sat Dec 29 19:48:06 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 29 Dec 2007 19:48:06 -0500 Subject: [Technology 1444] Technology in ABE: theme of winter issue of SABES Field Notes Message-ID: <1CA6A6C6-6C61-4881-B386-1EADECF1F200@comcast.net> Technology Colleagues, I want to call your attention to the winter 2007 (free, online) issue of Field Notes, published by the Massachusetts System for Adult Basic Education Support (SABES) with support from the Massachusetts Department of Education. http://sabes.org/resources/publications/fieldnotes/vol17/fn171.pdf The theme of this issue is Technology in ABE. It includes articles by Jennifer Rafferty, Diana Satin, Marian Thacher and me, Lenore Balliro and Akira Kamiya, and Lynne Weintraub. It is intended for ABE, ESOL, and ASE practitioners who want to learn about emerging trends in technology that may be useful for them and their students. "Digital immigrant" teachers might like the back-to-back articles on web cam use that reveal its challenges and its opportunities. And don't miss Akira Kamiya's Email Safety Tips. It would be great to have your comments on the articles. You could post them here, send them to Field Notes Editor, Lenore Balliro or to the individual authors whose email addresses are listed at the end of their articles. David J. Rosen djrosen at comcast.net David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071229/e9f8cad9/attachment.html From djrosen at comcast.net Mon Dec 31 21:47:04 2007 From: djrosen at comcast.net (David J. Rosen) Date: Mon, 31 Dec 2007 21:47:04 -0500 Subject: [Technology 1445] New technologies and their potential for adult literacy education Message-ID: <7F34D593-224A-48FA-A497-B7F68F08D4B8@comcast.net> Technology colleagues, In the past we have discussed here new technologies such as mobile learning, podcasts, wikis. blogs, and internet telephony. There are now an increasing number of adult literacy-focused wikis, blogs and podcasts, and a greater use of internet telephony in our field. There is beginning to be more use of mobile phones for adult education- related purposes, for example through Jott.com . Are there other new technologies that we should discuss here that are used -- or have potential for -- adult literacy education (including numeracy and ESOL) ? Desktop teleconferencing? Social networking? Presentation software? Electronic Whiteboards? New Google features? Digital video? Online education games such as Free Rice http:// freerice.com/ or World Map http://www.gamedesign.jp/flash/worldmap/ worldmap ? Do you have a favorite adult education-focused wiki or blog? If it isn't listed on the ALE Wiki New Technologies page, please add it there. http://wiki.literacytent.org/index.php/Newtechnologies (Directions for adding text are at the bottom of the wiki page.) David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/technology/attachments/20071231/73efa2d9/attachment.html