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: <F8A61884-2848-4B9E-AA3B-2A7831E0D415@comcast.net>

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 <info at gaming-pc.net> 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" <MariannF at lacnyc.org> 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.
>> ----------------------------------------------------
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>>
>
>
>

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

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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
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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

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Subject: [Technology 795]  Goofin around with a webcam
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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: <CB1D2E25069D2042A2001916419B515F209E78@cotremail.cotrnet.cotr.bc.ca>

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: <CB1D2E25069D2042A2001916419B515F209E78@cotremail.cotrnet.cotr.bc.ca>
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

 

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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
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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 <mailto:MariannF at lacnyc.org>  

	To: The Technology and Literacy Discussion List
<mailto:technology at nifl.gov>  

	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

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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: <AB3C05321BA8094381D12CDBF6878199059517@mailsvr1.RICOL.EDU>

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

 

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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: <AB3C05321BA8094381D12CDBF687819905951A@mailsvr1.RICOL.EDU>

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

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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>
	<AB3C05321BA8094381D12CDBF6878199059517@mailsvr1.RICOL.EDU>
Message-ID: <C57E15AA99EA6140857D03352B09F94E01AD0B38@iris.regioniv.esc4.net>

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 

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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: <C57E15AA99EA6140857D03352B09F94E01AD0B38@iris.regioniv.esc4.net>
References: <6E8BC13A30982C44BCD32B38FB8F5AB82A4FF2@lac-exch.lacnyc.local>
	<AB3C05321BA8094381D12CDBF6878199059517@mailsvr1.RICOL.EDU>
	<C57E15AA99EA6140857D03352B09F94E01AD0B38@iris.regioniv.esc4.net>
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
>
>
> <winmail.dat>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and 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
>
>
> <winmail.dat>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and 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

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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: <CF04EA2E006D3E4D8D2770FFA3CE5F2F03BEC8A7@ED501X1.pulaski.ketsds.net>

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 
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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
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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

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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
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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>

 <http://www.ncsall.net/?id=1163> 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

 

 

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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

 

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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
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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 <MariannF at lacnyc.org> 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.
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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

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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 

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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 

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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.
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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
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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.
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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

>>> <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.

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

>>> <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

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

>>> <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

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/
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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
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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<http://cindyholden.blogspot.com/2007_01_01_archive.htmlhttp://>

Cindy Holden
High School Liaison
Southern Vermont

On 2/1/07, Gerstle, Alan <Alan.Gerstle at montgomerycollege.edu> 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
>
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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 <http://cindyholden.blogspot.com/>

Cindy Holden
High School Liaison
Southern Vermont
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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 <http://cindyholden.blogspot.com/>
working link :)

On 2/2/07, Cindy J Holden <gradplan1 at gmail.com> 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<http://cindyholden.blogspot.com/2007_01_01_archive.htmlhttp://>
>
> Cindy Holden
> High School Liaison
> Southern Vermont
>
>
> On 2/1/07, Gerstle, Alan <Alan.Gerstle at montgomerycollege.edu> 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
> >
>
>
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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
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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" <gradplan1 at gmail.com>
Subject: [Technology 830] Re: Suggestions for good blogs
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
Message-ID:
	<7662c60b0702031119h5512428qff56df760aa53cef at mail.gmail.com>
Content-Type: text/plain; charset="iso-8859-1"

Metacogitation <http://cindyholden.blogspot.com/>
working link :)

On 2/2/07, Cindy J Holden <gradplan1 at gmail.com> 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<http://cindyholden.blogspot.com/2007_01_01_archive.htmlht
tp://>
>
> Cindy Holden
> High School Liaison
> Southern Vermont
>
>
> On 2/1/07, Gerstle, Alan <Alan.Gerstle at montgomerycollege.edu> 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
> >
>
>
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Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
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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
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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" <prwhite at MadisonCounty.NET> 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: <C1ECE90D.4310%mpatters@ku.edu>
Message-ID: <C1EE1B1E.4398%mpatters@ku.edu>

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,
<http://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

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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
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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

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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" <prwhite at MadisonCounty.NET> 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

 

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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
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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: <AB226656DDB79D4D82CC03965C5C2ECBDD83CD@UTKFSVS5.utk.tennessee.edu>

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

 

 

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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 

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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" <prwhite at MadisonCounty.NET> 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" <djrosen at comcast.net>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <prwhite at MadisonCounty.NET> 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" <prwhite at MadisonCounty.NET> 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" <djrosen at comcast.net>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <prwhite at MadisonCounty.NET> 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

 

 

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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" <djrosen at comcast.net>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <prwhite at MadisonCounty.NET> 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" <djrosen at comcast.net>
> To: "The Technology and Literacy Discussion List"  
> <technology at nifl.gov>
> 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" <prwhite at MadisonCounty.NET> 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" <djrosen at comcast.net>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net>
>> To: "The Technology and Literacy Discussion List"
>> <technology at nifl.gov>
>> 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" <prwhite at MadisonCounty.NET> 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" <djrosen at comcast.net>
> To: "The Technology and Literacy Discussion List"  
> <technology at nifl.gov>
> 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" <prwhite at MadisonCounty.NET> 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

----------------------------------------------------
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Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
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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: <A01D45BC-8B1D-426B-B332-67EEB12B38CB@comcast.net>

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" <djrosen at comcast.net>
>> To: "The Technology and Literacy Discussion List"
>> <technology at nifl.gov>
>> 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" <prwhite at MadisonCounty.NET> 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" <prwhite at MadisonCounty.NET> 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

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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 --------------
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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, <Eduardo.Caso at wellsfargo.com> 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, <Eduardo.Caso at wellsfargo.com> 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: <s5d2f5e2.025@mail.portcares.on.ca>

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, <Eduardo.Caso at wellsfargo.com> 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: <s5d2f5e2.025@mail.portcares.on.ca>
References: <s5d2f5e2.025@mail.portcares.on.ca>
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, <Eduardo.Caso at wellsfargo.com> 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, <Eduardo.Caso at wellsfargo.com> 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

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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, <Eduardo.Caso at wellsfargo.com> 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, <Eduardo.Caso at wellsfargo.com> 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 --------------
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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, <Eduardo.Caso at wellsfargo.com> 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

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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

 

 

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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

 

 

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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 

 

 

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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: <AC492FF682363043AD608BA595992B6301EA0C0D@do1mex.lposd.org>

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, <Eduardo.Caso at wellsfargo.com> 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 --------------
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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: <mailman.405.1171481771.793.technology@nifl.gov>
References: <mailman.405.1171481771.793.technology@nifl.gov>
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
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	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" <kabeall at comcast.net>
Subject: [Technology 865]  New from NCSALL
To: <technology at nifl.gov>
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

 

 

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Message: 2
Date: Wed, 14 Feb 2007 12:59:30 -0600
From: <Eduardo.Caso at wellsfargo.com>
Subject: [Technology 866] Re: New from NCSALL
To: <technology at nifl.gov>
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

 

 

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------------------------------

Message: 3
Date: Wed, 14 Feb 2007 13:16:39 -0600
From: "Nima Salehi" <nsalehi at themlc.org>
Subject: [Technology 867]  computer competencies and assessment
To: <technology at nifl.gov>
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 

 

 

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------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and 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: <AC492FF682363043AD608BA595992B6301EA0C0D@do1mex.lposd.org>
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

 <mailto:kweaver at vmlc.org> kweaver at vmlc.org     <http://www.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, <Eduardo.Caso at wellsfargo.com> 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

 

 

 

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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
<http://www.amazon.com/exec/obidos/search-handle-url/105-5392837-3910846
?%5Fencoding=UTF8&search-type=ss&index=books&field-author=Steve%20Quann>
(Author), Diana Satin
<http://www.amazon.com/exec/obidos/search-handle-url/105-5392837-3910846
?%5Fencoding=UTF8&search-type=ss&index=books&field-author=Diana%20Satin>
(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 <mailto:kweaver at vmlc.org>     www.vmlc.org
<http://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, <Eduardo.Caso at wellsfargo.com>
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

	 

	 

	 

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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: <DDB3820159838B4594D5E87A48297CE5154D1C@web5.thecenterweb.org>

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 <mailto:kweaver at vmlc.org>     www.vmlc.org
<http://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, <Eduardo.Caso at wellsfargo.com> 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

 

 

 

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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: <fc.004c56fb02c6b48e3b9aca002b4d7158.2c6b5c1@scoe.net>

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 <technology at nifl.gov> 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
>
>

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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: <AC492FF682363043AD608BA595992B6301EA0C0D@do1mex.lposd.org>,
	<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, <Eduardo.Caso at wellsfargo.com> 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 --------------
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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: <AC492FF682363043AD608BA595992B6301EA0C0D@do1mex.lposd.org>
	<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

 <mailto:kweaver at vmlc.org> kweaver at vmlc.org     <http://www.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, <Eduardo.Caso at wellsfargo.com> 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

 <mailto:kweaver at vmlc.org> kweaver at vmlc.org     <http://www.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

 <mailto:kweaver at vmlc.org> kweaver at vmlc.org     <http://www.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, <Eduardo.Caso at wellsfargo.com> 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

 

 

 

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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

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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: <d65.2a35e02.330b836e@aol.com>

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 
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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" <Alan.Gerstle at montgomerycollege.edu> 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, <Eduardo.Caso at wellsfargo.com> 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" <Alan.Gerstle at montgomerycollege.edu> 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, <Eduardo.Caso at wellsfargo.com> 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" <Alan.Gerstle at montgomerycollege.edu> 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, <Eduardo.Caso at wellsfargo.com> 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.

?

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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

 

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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: <mailman.13.1172768404.24709.technology@nifl.gov>
Message-ID: <BB12A39DCC3B35468B5F2B57B61A6EB26FA810@dc1ex01.air.org>

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" <MariannF at lacnyc.org>
Subject: [Technology 885] Tech List Participation in Research on
        On-line learning
To: "The Technology and Literacy Discussion List"
        <technology at nifl.gov>
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

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------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and 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
*****************************************

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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: <BB12A39DCC3B35468B5F2B57B61A6EB26FA810@dc1ex01.air.org>
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" <MariannF at lacnyc.org>
Subject: [Technology 885] Tech List Participation in Research on
        On-line learning
To: "The Technology and Literacy Discussion List"
        <technology at nifl.gov>
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 --------------
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URL:
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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
*****************************************

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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: <ca7.acf9b53.331b58d9@aol.com>

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
 
 
<BR><BR><BR>**************************************<BR> AOL now offers free 
email to everyone.  Find out more about what's free from AOL at 
http://www.aol.com.
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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: <ca7.acf9b53.331b58d9@aol.com>
References: <ca7.acf9b53.331b58d9@aol.com>
Message-ID: <f1d4a71e0703041944w2cb8da26n24d9df2e3220c762@mail.gmail.com>

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 <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: <ca7.acf9b53.331b58d9@aol.com>
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
<http://pr.atwola.com/promoclk/1615326657x4311227241x4298082137/aol?redir=ht
tp%3A%2F%2Fwww%2Eaol%2Ecom> AOL.com. 

-------------- next part --------------
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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: <mailman.13.1173114003.23640.technology@nifl.gov>
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: <ca7.acf9b53.331b58d9 at aol.com>
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
 
 
<BR><BR><BR>**************************************<BR> AOL now offers
free 
email to everyone.  Find out more about what's free from AOL at 
http://www.aol.com.
-------------- next part --------------
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------------------------------

Message: 2
Date: Sun, 4 Mar 2007 22:44:42 -0500
From: "Joyce Paisley" <paisley.joyce at gmail.com>
Subject: [Technology 888] Re: Software Question
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
Message-ID:
	<f1d4a71e0703041944w2cb8da26n24d9df2e3220c762 at mail.gmail.com>
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 <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" <bjteach at ameritech.net>
Subject: [Technology 889] Re: Software Question
To: "'The Technology and Literacy Discussion List'"
	<technology at nifl.gov>
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
<http://pr.atwola.com/promoclk/1615326657x4311227241x4298082137/aol?redi
r=ht
tp%3A%2F%2Fwww%2Eaol%2Ecom> AOL.com. 

-------------- next part --------------
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URL:
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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 <mailto:RKenyon721 at aol.com>  
 
To post a message: 
Learningdisabilities at nifl.gov <mailto:Learningdisabilities at nifl.gov>  
 
To subscribe: 

http://www.nifl.gov/mailman/listinfo/Learningdisabilities
<http://www.nifl.gov/mailman/listinfo/Learningdisabilities>    

To read archived messages:
http://www.nifl.gov/linc/discussions/list_archives.html
<http://www.nifl.gov/linc/discussions/list_archives.html> 

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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

 

 

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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:
 <http://www.nelrc.org/changeagent> 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:
 <http://www.nelrc.org/changeagent> 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

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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" <MariannF at lacnyc.org>
Subject: [Technology 885] Tech List Participation in Research on
        On-line learning
To: "The Technology and Literacy Discussion List"
        <technology at nifl.gov>
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

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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

 

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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" <Barry.Burkett at Franklin.kyschools.us> 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" <prwhite at MadisonCounty.NET> 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: <OFC2585E89.5F956AB2-ON072572A1.005D0CE3-072572A1.005D0CE5@yc.edu>

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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>
	<OFC2585E89.5F956AB2-ON072572A1.005D0CE3-072572A1.005D0CE5@yc.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
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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>	<OFC2585E89.5F956AB2-ON072572A1.005D0CE3-072572A1.005D0CE5@yc.edu>,
	<006301c768d2$cee01000$a500a8c0@nscdd05>
Message-ID: <OFD8A532D6.F7128D90-ON072572A2.00833899-072572A2.0083389B@yc.edu>

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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: <AB226656DDB79D4D82CC03965C5C2ECB0116CD44@UTKFSVS5.utk.tennessee.edu>

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

 

 

 

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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: <A6B32D41E04B2F43807EC42DA182C2180122300F@UTKFSVS5.utk.tennessee.edu>

Please see the attached Position Announcement for the 
* Director, Center for Literacy Studies , University of Tennessee,
Knoxville 
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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: <AB226656DDB79D4D82CC03965C5C2ECB0116CD44@UTKFSVS5.utk.tennessee.edu>

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

 

 

 

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----------------------------------------------------
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: <AB226656DDB79D4D82CC03965C5C2ECB0116CD44@UTKFSVS5.utk.tennessee.edu>

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

 

 

 

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-------------------------------
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

 

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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

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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 
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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
<http://nces.ed.gov/whatsnew/conferences/PDF/NAAL_Training__Announcement
.pdf

> 

 

 

 

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

 

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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

<http://enews.edweek.org/GoNow/a15864a163833a147572662a2>  

 

Submit questions in advance here

<http://enews.edweek.org/GoNow/a15864a163833a147572662a1> . 

 

**************************************************

 

Tech Counts chat sponsored by CDW-G

<http://www.cdwg.com/webcontent/profile/education.asp>  

 

**************************************************

 

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

<http://www.edweek-chat.org/question.php3#question> .

 

************************************************** 

 

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.

 

 <http://www.you-click.net/Sense-HTML/a15864a358259535a135674> 

 

 

 

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

 

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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: <ce2.d3b7b44.3343c1eb@aol.com>

 
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.
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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: <ce2.d3b7b44.3343c1eb@aol.com>
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
<http://www.aol.com?ncid=AOLAOF00020000000503> . 

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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: <c6c.e49abce.33442b8d@aol.com>

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.
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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: <c6c.e49abce.33442b8d@aol.com>
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.

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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

 

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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

 

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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: <c7a.fc75ca3.33458282@aol.com>

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.
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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
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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

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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: <mailman.7.1175875202.21224.technology@nifl.gov>
Message-ID: <BB12A39DCC3B35468B5F2B57B61A6EB2A35436@dc1ex01.air.org>

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
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------------------------------

Message: 2
Date: Thu, 5 Apr 2007 15:27:39 -0400
From: "Mariann Fedele" <MariannF at lacnyc.org>
Subject: [Technology 915] Re: Discussion on Hand-Held Devices in
	theClassroom
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
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

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------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and 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: <f5fda2ff6d12.46166ad9@4j.lane.edu>

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 <MariannF at lacnyc.org>
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 <technology at nifl.gov>

> 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

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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>
	<f5fda2ff6d12.46166ad9@4j.lane.edu>
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 <https://webmail.lacnyc.org/exchweb/bin/redir.asp?URL=http://www.lacnyc.org> 

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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><f5fda2ff6d12.46166ad9@4j.lane.edu>
	<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 <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 <http://wiki.literacytent.org/index.php/Accountability>  

*	Action Research <http://wiki.literacytent.org/index.php/Action_Research>  

*	Adult Learners' Self-Study <http://wiki.literacytent.org/index.php/Adult_Learners%27_Self-Study>  

*	Adult Literacy Professional Development <http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development>  

*	Assessment Information <http://wiki.literacytent.org/index.php/Assessment_Information>  

*	Basic Literacy <http://wiki.literacytent.org/index.php/Basic_Literacy>  

*	Classroom Practices that Work <http://wiki.literacytent.org/index.php/Classroom_Practices_that_Work>  

*	Corrections Education <http://wiki.literacytent.org/index.php/Corrections_Education>  

*	Curriculum Development <http://wiki.literacytent.org/index.php/Curriculum_Development>  

*	Developing Professional Wisdom and Research <http://wiki.literacytent.org/index.php/Developing_Professional_Wisdom_and_Research>  

*	English for Speakers of Other Languages <http://wiki.literacytent.org/index.php/English_for_Speakers_of_Other_Languages>  

*	Evidence Based Adult Education <http://wiki.literacytent.org/index.php/Evidence_Based_Adult_Education>  

*	Family Literacy <http://wiki.literacytent.org/index.php/Family_Literacy>  

*	GED Research <http://wiki.literacytent.org/index.php/GED_Research>  

*	Health Literacy <http://wiki.literacytent.org/index.php/Health_Literacy>  

*	Learner Persistence <http://wiki.literacytent.org/index.php/Learner_Persistence>  

*	Learner Perspectives <http://wiki.literacytent.org/index.php/Learner_Perspectives>  
*	Learning Disabilities <http://wiki.literacytent.org/index.php/Learning_Disabilities>  

*	Numeracy Research and Practice <http://wiki.literacytent.org/index.php/Numeracy_Research_and_Practice>  

*	Participatory and Emancipatory Education <http://wiki.literacytent.org/index.php/Participatory_and_Emancipatory_Education>  

*	Program Design <http://wiki.literacytent.org/index.php/Program_Design>  

*	Project Based Learning <http://wiki.literacytent.org/index.php/Project_Based_Learning>  

*	Public Policy <http://wiki.literacytent.org/index.php/Public_Policy>  

*	Reading <http://wiki.literacytent.org/index.php/Reading>  

*	Return on Investment <http://wiki.literacytent.org/index.php/Return_on_Investment>  

*	Standards <http://wiki.literacytent.org/index.php/Standards>  

*	Technology <http://wiki.literacytent.org/index.php/Technology>  

*	Transition_to_College <http://wiki.literacytent.org/index.php/Transition_to_College>  

*	Workforce, Workplace and Worker Education <http://wiki.literacytent.org/index.php/Workforce%2C_Workplace_and_Worker_Education>  

*	Women and Literacy <http://wiki.literacytent.org/index.php/Women_and_Literacy>  

*	World Literacy and Nonformal Education <http://wiki.literacytent.org/index.php/World_Literacy_and_Nonformal_Education>  

*	Young Adult Literacy <http://wiki.literacytent.org/index.php/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 <https://webmail.lacnyc.org/exchweb/bin/redir.asp?URL=http://www.lacnyc.org> 

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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: <web-12795220@remus.csulb.edu>

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><f5fda2ff6d12.46166ad9@4j.lane.edu><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 <https://webmail.lacnyc.org/exchweb/bin/redir.asp?URL=https://webmail.lacnyc.org/exchweb/bin/redir.asp?URL=http://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.

 

 

 

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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: <web-12795220@remus.csulb.edu>
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

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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: <mailman.9.1176566402.11845.technology@nifl.gov>
Message-ID: <BB12A39DCC3B35468B5F2B57B61A6EB26FA99D@dc1ex01.air.org>

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 <sdwolf99 at mac.com>
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

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------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and 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
*****************************************

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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

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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: <BB12A39DCC3B35468B5F2B57B61A6EB26FA99D@dc1ex01.air.org>
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

________________________________

 

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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
 <mailto:marie.cora at hotspurpartners.com> marie.cora at hotspurpartners.com
NIFL Assessment Discussion List Moderator
 <http://www.nifl.gov/mailman/listinfo/assessment>
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 

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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
________________________________________________________________________
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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

 

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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: <f5eceb212363.4624715b@4j.lane.edu>

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: <f5a1f6db65de.4624df6b@4j.lane.edu>

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: <f5a1f6db65de.4624df6b@4j.lane.edu>
References: <f5a1f6db65de.4624df6b@4j.lane.edu>
Message-ID: <fc.004c56fb02d943be3b9aca00b31d0592.2d94400@scoe.net>

The Technology and Literacy Discussion List <technology at nifl.gov> 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

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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

 

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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: <f57f97ac11ee.4625c65c@4j.lane.edu>

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: <fc.004c56fb02d943be3b9aca00b31d0592.2d94400@scoe.net>
References: <f5a1f6db65de.4624df6b@4j.lane.edu>
	<fc.004c56fb02d943be3b9aca00b31d0592.2d94400@scoe.net>
Message-ID: <f58591b7594a.4625c874@4j.lane.edu>

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 <mthacher at otan.us>
Date: Tuesday, April 17, 2007 6:21 pm
Subject: [Technology 934] Re: handhelds
To: The Technology and Literacy Discussion List <technology at nifl.gov>

> The Technology and Literacy Discussion List <technology at nifl.gov> 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

 

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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: <f5ecddce28f0.46271549@4j.lane.edu>

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 <williams_ma at 4j.lane.edu>
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
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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: <f5ecddce28f0.46271549@4j.lane.edu>
References: <f5ecddce28f0.46271549@4j.lane.edu>
Message-ID: <OFFBD9D6C6.59A417B3-ON072572C2.005A2152-072572C2.005A2154@yc.edu>

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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: <f57f97ac11ee.4625c65c@4j.lane.edu>
References: <f57f97ac11ee.4625c65c@4j.lane.edu>
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: <OFFBD9D6C6.59A417B3-ON072572C2.005A2152-072572C2.005A2154@yc.edu>
References: <f5ecddce28f0.46271549@4j.lane.edu>
	<OFFBD9D6C6.59A417B3-ON072572C2.005A2152-072572C2.005A2154@yc.edu>
Message-ID: <B9F8B2B0AB64B8469DA467A654DC339504D76E23@EXCHANGE.campus.stcloudstate.edu>

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

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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: <OFFBD9D6C6.59A417B3-ON072572C2.005A2152-072572C2.005A2154@yc.edu>
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

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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: <OFFBD9D6C6.59A417B3-ON072572C2.005A2152-072572C2.005A2154@yc.edu>
References: <f5ecddce28f0.46271549@4j.lane.edu>
	<OFFBD9D6C6.59A417B3-ON072572C2.005A2152-072572C2.005A2154@yc.edu>
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

>>> <Tina_Luffman at yc.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
<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

 

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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: <OFFBD9D6C6.59A417B3-ON072572C2.005A2152-072572C2.005A2154@yc.edu>
	<4142BAAF02591641BB68A6CE9BBD3A597E7641@EXCHVS2.mx.state.mo.us>
Message-ID: <f58580182b7d.462758e5@4j.lane.edu>

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" <Charla.Eales at doc.mo.gov>
Date: Thursday, April 19, 2007 11:21 am
Subject: [Technology 943] Re: Handheld discussion day 3
To: The Technology and Literacy Discussion List <technology at nifl.gov>

> 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: <B9F8B2B0AB64B8469DA467A654DC339504D76E23@EXCHANGE.campus.stcloudstate.edu>
References: <f5ecddce28f0.46271549@4j.lane.edu>
	<OFFBD9D6C6.59A417B3-ON072572C2.005A2152-072572C2.005A2154@yc.edu>
	<B9F8B2B0AB64B8469DA467A654DC339504D76E23@EXCHANGE.campus.stcloudstate.edu>
Message-ID: <f587809e29e6.46275933@4j.lane.edu>

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. " <gastarks at stcloudstate.edu>
Date: Thursday, April 19, 2007 11:21 am
Subject: [Technology 942] Re: Handheld discussion day 3
To: The Technology and Literacy Discussion List <technology at nifl.gov>

> 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
<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
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mariannf at lacnyc.org
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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: <f5a3bdd36ad.46275c45@4j.lane.edu>

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 <bonniesophia at sbcglobal.net>
Date: Thursday, April 19, 2007 11:13 am
Subject: [Technology 940] Re: Handheld discussion day 3
To: The Technology and Literacy Discussion List <technology at nifl.gov>

> 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 <williams_ma at 4j.lane.edu>
> 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 
> <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 <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

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: <B66B90CC472EF54C9BAEB1E98C9D7CE802617C80@ss-exc-01.principia.local>

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 
> <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 <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

----------------------------------------------------
National Institute for Literacy
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To unsubscribe or change your subscription settings, please go to
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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: <f585b77058c5.46276777@4j.lane.edu>

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 <MariannF at lacnyc.org>
Date: Thursday, April 19, 2007 11:52 am
Subject: [Technology 945]  Subject: RE:  handhelds day 2
To: The Technology and Literacy Discussion List <technology at nifl.gov>

> 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: <f5542e66e.462772fc@4j.lane.edu>

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 <MariannF at lacnyc.org>
Date: Thursday, April 19, 2007 12:14 pm
Subject: [Technology 949]  Technologies for Adult Literacy
To: The Technology and Literacy Discussion List <technology at nifl.gov>

> 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: <mailman.3607.1177010029.788.technology@nifl.gov>
Message-ID: <BB12A39DCC3B35468B5F2B57B61A6EB2A35554@dc1ex01.air.org>

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
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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 <williams_ma at 4j.lane.edu>
Subject: [Technology 946] Re: Handheld discussion day 3
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Message-ID: <f58580182b7d.462758e5 at 4j.lane.edu>
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" <Charla.Eales at doc.mo.gov>
Date: Thursday, April 19, 2007 11:21 am
Subject: [Technology 943] Re: Handheld discussion day 3
To: The Technology and Literacy Discussion List <technology at nifl.gov>

> 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 <williams_ma at 4j.lane.edu>
Subject: [Technology 947] Re: Handheld discussion day 3
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Message-ID: <f587809e29e6.46275933 at 4j.lane.edu>
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. " <gastarks at stcloudstate.edu>
Date: Thursday, April 19, 2007 11:21 am
Subject: [Technology 942] Re: Handheld discussion day 3
To: The Technology and Literacy Discussion List <technology at nifl.gov>

> 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" <mcnutt at utk.edu>
Subject: [Technology 948] Re: Subject: RE:  handhelds day 2
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
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"
	<mcnutt at utk.edu>, 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
<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

 

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Message: 4
Date: Thu, 19 Apr 2007 14:43:25 -0400
From: "Mariann Fedele" <MariannF at lacnyc.org>
Subject: [Technology 949]  Technologies for Adult Literacy
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
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 <williams_ma at 4j.lane.edu>
Subject: [Technology 950] Re: Handheld discussion day 3
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Message-ID: <f5a3bdd36ad.46275c45 at 4j.lane.edu>
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 <bonniesophia at sbcglobal.net>
Date: Thursday, April 19, 2007 11:13 am
Subject: [Technology 940] Re: Handheld discussion day 3
To: The Technology and Literacy Discussion List <technology at nifl.gov>

> 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 <williams_ma at 4j.lane.edu>
> 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

 

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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

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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 <MariannF at lacnyc.org>
Date: Thursday, April 19, 2007 11:52 am
Subject: [Technology 945]  Subject: RE:  handhelds day 2
To: The Technology and Literacy Discussion List <technology at nifl.gov>

> 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

 

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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: <f2e299620704201350v216dd8fapd0880e7131a5ad4a@mail.gmail.com>

*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
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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: <f58df4ba3fa3.4628d0a0@4j.lane.edu>

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 <MariannF at lacnyc.org>
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 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: <f58df4ba3fa3.4628d0a0@4j.lane.edu>
References: <6E8BC13A30982C44BCD32B38FB8F5AB83BDEDD@lac-exch.lacnyc.local>
	<f58df4ba3fa3.4628d0a0@4j.lane.edu>
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 <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 <MariannF at lacnyc.org>
> 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
> 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
>
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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>
	<f58df4ba3fa3.4628d0a0@4j.lane.edu>
	<9c70ff110704201726k5ec811efsc401df00e52a5f5b@mail.gmail.com>
Message-ID: <f5cfcd097578.462c62c8@4j.lane.edu>

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 <joyess1 at gmail.com>
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 <MariannF at lacnyc.org>
> > 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

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: <f5cfcd097578.462c62c8@4j.lane.edu>
References: <6E8BC13A30982C44BCD32B38FB8F5AB83BDEDD@lac-exch.lacnyc.local>
	<f58df4ba3fa3.4628d0a0@4j.lane.edu>
	<9c70ff110704201726k5ec811efsc401df00e52a5f5b@mail.gmail.com>
	<f5cfcd097578.462c62c8@4j.lane.edu>
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 <joyess1 at gmail.com>
> 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 <MariannF at lacnyc.org>
>>> 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

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: <f5cfcd097578.462c62c8@4j.lane.edu>
References: <6E8BC13A30982C44BCD32B38FB8F5AB83BDEDD@lac-exch.lacnyc.local>
	<f58df4ba3fa3.4628d0a0@4j.lane.edu>
	<9c70ff110704201726k5ec811efsc401df00e52a5f5b@mail.gmail.com>
	<f5cfcd097578.462c62c8@4j.lane.edu>
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 <williams_ma at 4j.lane.edu> 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 <joyess1 at gmail.com>
> 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 <MariannF at lacnyc.org>
> > > 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
>
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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>
	<f58df4ba3fa3.4628d0a0@4j.lane.edu>
	<9c70ff110704201726k5ec811efsc401df00e52a5f5b@mail.gmail.com>
	<f5cfcd097578.462c62c8@4j.lane.edu>
	<8558A98D-2772-47BE-BD16-62C860EB917D@comcast.net>
Message-ID: <eb1ceeaf0704231235w1ae47b0dn13d3a74af882f3d9@mail.gmail.com>

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 <djrosen at comcast.net> 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 <joyess1 at gmail.com>
> > 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 <MariannF at lacnyc.org>
> >>> 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
>
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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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35554@dc1ex01.air.org>
References: <mailman.3607.1177010029.788.technology@nifl.gov>
	<BB12A39DCC3B35468B5F2B57B61A6EB2A35554@dc1ex01.air.org>
Message-ID: <f5dce0e2185b.462cdfd6@4j.lane.edu>

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" <HSilver-Pacuilla at air.org>
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: <eb1ceeaf0704231235w1ae47b0dn13d3a74af882f3d9@mail.gmail.com>
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 <djrosen at comcast.net> 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 <joyess1 at gmail.com>
		> 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 <mailto: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 <MariannF at lacnyc.org >
		>>> 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 <mailto: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
		

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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 <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? <outbind://23/Prensky-What_Can_You_Learn_From_a_Cell_Phone-FINAL.pdf>  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 <outbind://23/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 <djrosen at comcast.net> 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 <joyess1 at gmail.com>
		> 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 <mailto: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 <MariannF at lacnyc.org >
		>>> 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 <mailto: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
		

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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
<http://www.league.org/2007cit/win/win_special_interest.htm>  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 <djrosen at comcast.net> 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%
<http://www3.telus.net/~kdeanna/mlearning/related%25> 
	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 <joyess1 at gmail.com>
	> 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
<mailto: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 <MariannF at lacnyc.org >
	>>> 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 <mailto: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

	 

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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:
<http://literacynetwork.verizon.org/Discuss-Literacy.13.0.html> 

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: <ADF4AE56-F806-11DB-B93A-000A95D8A6A4@earthlink.net>

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

?

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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 
 
  
 
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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
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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: <B3603F80-F80B-11DB-B93A-000A95D8A6A4@earthlink.net>

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
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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.

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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
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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: <f5b2b7083ee1.46371ca3@4j.lane.edu>

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 <limber.pine at earthlink.net>
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 <bold>KEEP</bold> 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 <http://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.
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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: <A1673589DF1DD94085CA4FD8A425B9E2026B870B@excen01.private.library.phila.gov>

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

 

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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: <A1673589DF1DD94085CA4FD8A425B9E2026B870B@excen01.private.library.phila.gov>
References: <A1673589DF1DD94085CA4FD8A425B9E2026B870B@excen01.private.library.phila.gov>
Message-ID: <B9F8B2B0AB64B8469DA467A654DC339504DE689F@EXCHANGE.campus.stcloudstate.edu>

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

 

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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. " <gastarks at stcloudstate.edu> 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: <A44EA05B-F9A2-11DB-A5D5-000A95D8A6A4@earthlink.net>

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...

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Pakicetus...by Carl Buell

...and the generous folks at the UC Museum of Paleontology...

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? Adaptations to aquatic life (hearing and echolocation, vocalizations 
(with whale recordings), the migration of nostrils to the top of the 
head, etc.)

? The recent discovery of spindle neurons in whale brains

? Cetacean (up-and-down) vs. fish (side-to-side) locomotion

? 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.

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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: <D1EFB337111B674B8F1BE155B01C6DD601CEEA66@franklin.corp.dessci>

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: <C2627ABD.353C%michael.thomas@gmx.co.uk>

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
<michael.thomas at nucba.ac.jp> 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) <http://www.idea-group.com> 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: <C26332BA.356B%michael.thomas@gmx.co.uk>

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
<michael.thomas at nucba.ac.jp> 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) <http://www.idea-group.com> 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
<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

 
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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: <OF95F7556A.177E9093-ON072572D6.0012CCBA-072572D6.0012CCBB@yc.edu>

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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 <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

 
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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: <D849103784DF3B4EBB81DDE311C91B3DAB81B9@ISD-EXV01.isdads.salford.ac.uk>
References: <D849103784DF3B4EBB81DDE311C91B3DAB81B9@ISD-EXV01.isdads.salford.ac.uk>
Message-ID: <DB41874E-7D1C-4B2D-BE71-9D753CD7D98B@comcast.net>

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: <DB21C4AC-EBEB-4594-9BCF-1E1D374311B7@comcast.net>

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 <barry.bakin at lausd.net> 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*<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
>
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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: <OF95F7556A.177E9093-ON072572D6.0012CCBA-072572D6.0012CCBB@yc.edu>
References: <30D2C945E07BB743B34975D8B146A9BF01A12FD2@mailbe-la03.lausd.net>
	<OF95F7556A.177E9093-ON072572D6.0012CCBA-072572D6.0012CCBB@yc.edu>
Message-ID: <B66B90CC472EF54C9BAEB1E98C9D7CE8027C5C6E@ss-exc-01.principia.local>

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" <technology at nifl.gov>
From: "Bakin, Barry" <barry.bakin at lausd.net>
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

 

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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: <B66B90CC472EF54C9BAEB1E98C9D7CE8027C5C6E@ss-exc-01.principia.local>
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" <technology at nifl.gov>
From: "Bakin, Barry" <barry.bakin at lausd.net>
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

 

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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: <BAY142-F296C89877CF573C5AFC33F903A0@phx.gbl>

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

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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

 

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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

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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: <s64722ec.098@gwmail.sannet.gov>

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" <djrosen at comcast.net> 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  
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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
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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: <mailman.7.1179158403.10007.technology@nifl.gov>
Message-ID: <BB12A39DCC3B35468B5F2B57B61A6EB26FAA68@dc1ex01.air.org>

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" <ksandmanhurley at sandiego.gov>
Subject: [Technology 1003]  Blogs
To: technology at nifl.gov
Message-ID: <s64722ec.098 at gwmail.sannet.gov>
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 <capemacca at yahoo.ca>
Subject: [Technology 1004] Re: Reading Companion
To: The Technology and Literacy Discussion List <technology at nifl.gov>
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" <djrosen at comcast.net> 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 
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------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and 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
******************************************

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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: <NFEGLPFNOKCBGEPKGNJGIEHFDMAA.millerpau@sbpl.org>

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 <mailto: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: <NFEGLPFNOKCBGEPKGNJGIEHFDMAA.millerpau@sbpl.org>
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 <millerpau at sbpl.org> 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.
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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: <BB12A39DCC3B35468B5F2B57B61A6EB26FAA68@dc1ex01.air.org>
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" <HSilver-Pacuilla at air.org> 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

----------------------------------------------------
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Technology and Literacy mailing list
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End of Technology Digest, Vol 20, Issue 15
******************************************

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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
       
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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
<http://www.ncsall.net/?id=1002> 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

 

 

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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

 

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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: <s64b0a4c.075@gwmail.sannet.gov>

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 

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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: <s64b0a4c.075@gwmail.sannet.gov>
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, 

<http://www.amazon.com/New-Literacies-Colin-Lankshear/dp/033522010X/ref=
pd_bbs_sr_1/002-2132877-0537638?ie=UTF8&s=books&qid=1179348074&sr=1-1> 

 

New Literacies
<http://www.amazon.com/New-Literacies-Colin-Lankshear/dp/033522010X/ref=
pd_bbs_sr_1/002-2132877-0537638?ie=UTF8&s=books&qid=1179348074&sr=1-1>
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

 

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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" <MariannF at lacnyc.org> on 05/16/2007 04:15:45 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      "The Technology and Literacy Discussion List"       
          <technology at nifl.gov>                               
                                                              
 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

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----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
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" <ksandmanhurley at sandiego.gov> on 05/16/2007 04:41:58 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 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

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----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
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
<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
<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
<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
<https://mail.cal.org/exchweb/bin/redir.asp?URL=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
<https://mail.cal.org/exchweb/bin/redir.asp?URL=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
<https://mail.cal.org/exchweb/bin/redir.asp?URL=http://www.adultedconten
tstandards.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
<https://mail.cal.org/exchweb/bin/redir.asp?URL=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

 

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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" <MariannF at lacnyc.org> on 05/16/2007 04:15:45 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
 

 

 

                                                              
                                                              
                                                              
 To:      "The Technology and Literacy Discussion List"       
          <technology at nifl.gov>                               
                                                              
 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

 

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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" <MariannF at lacnyc.org> on 05/16/2007 04:15:45 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
 

 

 

                                                              
                                                              
                                                              
 To:      "The Technology and Literacy Discussion List"       
          <technology at nifl.gov>                               
                                                              
 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: <s64c6cb2.049@gwmail.sannet.gov>

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 

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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: <fc.004c56fb02e2fffb004c56fb02e2fffb.2e30066@scoe.net>

-----Forwarded Message on behalf of Elizabeth Hart-----

>From: Elizabeth Hart <ehart at csb-cde.ca.gov>
>Sent: May 18, 2007 11:17 AM
>To: LM_NET at LISTSERV.SYR.EDU, CALIB POST <calibk12 at listproc.sjsu.edu>
>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

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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 <llincoln at scoe.net>
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 <ehart at csb-cde.ca.gov>
>Sent: May 18, 2007 11:17 AM
>To: LM_NET at LISTSERV.SYR.EDU, CALIB POST <calibk12 at listproc.sjsu.edu>
>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
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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: <fc.004c56fb02e2fffb004c56fb02e2fffb.2e30066@scoe.net>
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

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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

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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: <cb9.127c5ea9.33830fcc@aol.com>

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.
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From: "Hugo Galindo" <hgalindo at carlosrosario.org>
Subject: [Technology 1023] Re: Library software and assistive
	technology[Scanned]
Date: Mon, 21 May 2007 08:02:48 -0400
Size: 10346
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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: <cb9.127c5ea9.33830fcc@aol.com>
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
<http://www.aol.com?ncid=AOLAOF00020000000503> . 

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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

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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: <d19.9161e75.33833e00@aol.com>

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.
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Subject: [Technology 1026] Re: Fwd:  Re: Assistive Technology
Date: Mon, 21 May 2007 11:26:35 -0400
Size: 7612
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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
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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: <E42BD2DBCFF50E49A59BA1AA2DE64CDA0220F08A@Postal.sals.edu>

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 <http://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

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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 <dv1635 at wayne.edu> on 05/23/2007 01:58:21 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 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: <E42BD2DBCFF50E49A59BA1AA2DE64CDA0220F08A@Postal.sals.edu>
References: <20070523135821.ETW86998@mirapointms3.wayne.edu>
	<E42BD2DBCFF50E49A59BA1AA2DE64CDA0220F08A@Postal.sals.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" <lgordon at mvls.info> 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 <http://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: <s6545f15.085@michigan.gov>

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" <lgordon at mvls.info> 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 <http://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: <E42BD2DBCFF50E49A59BA1AA2DE64CDA0220F08A@Postal.sals.edu>
References: <20070523135821.ETW86998@mirapointms3.wayne.edu>
	<E42BD2DBCFF50E49A59BA1AA2DE64CDA0220F08A@Postal.sals.edu>
Message-ID: <AAC9437C-CC7A-4579-B4C4-5280FF1872BC@nyu.edu>

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 <http://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
>
>
> <winmail.dat>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> 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

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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.  

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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: <d0e.a0ff965.338609fc@aol.com>

 
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.
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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: <AAC9437C-CC7A-4579-B4C4-5280FF1872BC@nyu.edu>
Message-ID: <GNEOLHHOLFAOGFKBCGGFIEDNEDAA.rgriffin@ket.org>

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 <http://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

    <winmail.dat>
    ----------------------------------------------------
    National Institute for Literacy
    Technology and Literacy mailing list
    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

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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 <dv1635 at wayne.edu> 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.
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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: <DABD2B5E-E1FB-4234-92BD-6C1D6F7B5A29@caalusa.org>

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

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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" <tshearer at esc4.net> on 05/23/2007 04:12:32 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      technology at nifl.gov                                 
                                                              
 cc:      (bcc: Nancy Friday)                                 
                                                              
                                                              
                                                              
 Subject: [Technology 1038]  German to English translation    
          software needed                                     
                                                              

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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.

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----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
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: <A1F8BC8E-2A86-44F0-B68A-432524833267@caalusa.org>

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.

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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: <A1F8BC8E-2A86-44F0-B68A-432524833267@caalusa.org>
Message-ID: <A7080B20-E9CA-48CC-97E6-C854BD285FE2@caalusa.org>

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 <gspangenberg at caalusa.org>
> Date: June 4, 2007 10:23:42 AM EDT
> To: assessment at nifl.gov, The Adult English Language Learners  
> Discussion List <englishlanguage at nifl.gov>,  
> 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 <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

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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: <mailman.13.1181059203.24398.technology@nifl.gov>
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

 

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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: <mailman.9.1181318402.2409.technology@nifl.gov>
Message-ID: <BB12A39DCC3B35468B5F2B57B61A6EB2A359BF@dc1ex01.air.org>

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" <MariannF at lacnyc.org>
Subject: [Technology 1047]  Heidi Silver-Pacuilla, research findings
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
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: <BB12A39DCC3B35468B5F2B57B61A6EB2A359BF@dc1ex01.air.org>
References: <mailman.9.1181318402.2409.technology@nifl.gov>
	<BB12A39DCC3B35468B5F2B57B61A6EB2A359BF@dc1ex01.air.org>
Message-ID: <466D54B40200006900003A6D@gwia.ccs.k12.va.us>

Hello Heidi, Mariann, all, 

Heidi wrote: <<My charge from NIFL has been to investigate the
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."

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: <mailman.9.1181318402.2409.technology@nifl.gov><BB12A39DCC3B35468B5F2B57B61A6EB2A359BF@dc1ex01.air.org>
	<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" <Holly.Dilatush-Guthrie at ccs.k12.va.us>
To: <technology at nifl.gov>
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: <<My charge from NIFL has been to investigate the
> 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: <BB12A39DCC3B35468B5F2B57B61A6EB2A359DD@dc1ex01.air.org>

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" <Holly.Dilatush-Guthrie at ccs.k12.va.us>
To: <technology at nifl.gov>
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: <<My charge from NIFL has been to investigate the
> 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: <OF9159EEDD.660F7740-ON852572F8.00490F14-852572F8.0057008B@vcu.edu>

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
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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: <OF9159EEDD.660F7740-ON852572F8.00490F14-852572F8.0057008B@vcu.edu>
References: <OF9159EEDD.660F7740-ON852572F8.00490F14-852572F8.0057008B@vcu.edu>
Message-ID: <fc.004c56fb02e9a3293b9aca007d859aff.2e9a36e@scoe.net>

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 <technology at nifl.gov> 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

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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: <fc.004c56fb02e9a3293b9aca007d859aff.2e9a36e@scoe.net>
References: <OF9159EEDD.660F7740-ON852572F8.00490F14-852572F8.0057008B@vcu.edu>
	<fc.004c56fb02e9a3293b9aca007d859aff.2e9a36e@scoe.net>
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" <mthacher at otan.us> 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 <technology at nifl.gov> 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: <mailman.7.1181664002.28348.technology@nifl.gov>
Message-ID: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A0B@dc1ex01.air.org>

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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A0B@dc1ex01.air.org>
Message-ID: <OFC1D8775E.645C1D46-ON072572F9.005593D8-072572F9.0055D649@yc.edu>

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" <HSilver-Pacuilla at air.org> 
Sent by: technology-bounces at nifl.gov
06/13/2007 06:42 AM
Please respond to
The Technology and Literacy Discussion List <technology at nifl.gov>

To
<technology at nifl.gov>
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 --------------
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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: <OFC1D8775E.645C1D46-ON072572F9.005593D8-072572F9.0055D649@yc.edu>
Message-ID: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A3F@dc1ex01.air.org>

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" <HSilver-Pacuilla at air.org> 
Sent by: technology-bounces at nifl.gov 

06/13/2007 06:42 AM 

Please respond to
The Technology and Literacy Discussion List <technology at nifl.gov>

To

<technology at nifl.gov> 

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 --------------
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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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A3F@dc1ex01.air.org>
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" <HSilver-Pacuilla at air.org> 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" <HSilver-Pacuilla at air.org> 
Sent by: technology-bounces at nifl.gov 
  06/13/2007 06:42 AM 
          Please respond to
The Technology and Literacy Discussion List <technology at nifl.gov>
  
            To
    <technology at nifl.gov> 
      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.
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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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A59@dc1ex01.air.org>

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" <HSilver-Pacuilla at air.org> 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" <HSilver-Pacuilla at air.org> 
Sent by: technology-bounces at nifl.gov 

06/13/2007 06:42 AM 

Please respond to
The Technology and Literacy Discussion List <technology at nifl.gov>

To

<technology at nifl.gov> 

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.
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on_mail&p=summer+activities+for+kids&cs=bz> 

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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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A0B@dc1ex01.air.org>
References: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A0B@dc1ex01.air.org>
Message-ID: <fc.004c56fb02ea64623b9aca0010b34219.2eaa148@scoe.net>

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 <technology at nifl.gov> 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 --------------
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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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A59@dc1ex01.air.org>
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" <HSilver-Pacuilla at air.org> 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" <HSilver-Pacuilla at air.org> 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" <HSilver-Pacuilla at air.org> 
Sent by: technology-bounces at nifl.gov 

    06/13/2007 06:42 AM 

          Please respond to
The Technology and Literacy Discussion List <technology at nifl.gov>
    

            To
      <technology at nifl.gov> 

      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

       
---------------------------------
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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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A59@dc1ex01.air.org>
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" <HSilver-Pacuilla at air.org> 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" <HSilver-Pacuilla at air.org> 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" <HSilver-Pacuilla at air.org> 
Sent by: technology-bounces at nifl.gov 

    06/13/2007 06:42 AM 

          Please respond to
The Technology and Literacy Discussion List <technology at nifl.gov>
    

            To
      <technology at nifl.gov> 

      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 --------------
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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: <fc.004c56fb02ea64623b9aca0010b34219.2eaa148@scoe.net>
Message-ID: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A5C@dc1ex01.air.org>

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 <technology at nifl.gov> 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 --------------
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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
<http://us.rd.yahoo.com/evt=47094/*http://farechase.yahoo.com/;_ylc=X3oD
MTFicDJoNDllBF9TAzk3NDA3NTg5BHBvcwMxMwRzZWMDZ3JvdXBzBHNsawNlbWFpbC1uY20-
>  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 <http://www.aol.com?ncid=AOLAOF00020000000437> .

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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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A0B@dc1ex01.air.org>
References: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A0B@dc1ex01.air.org>
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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A62@dc1ex01.air.org>

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

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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 
> <http://us.rd.yahoo.com/evt=47094/*http://farechase.yahoo.com/;_ylc=X3oDMTFicDJoNDllBF9TAzk3NDA3NTg5BHBvcwMxMwRzZWMDZ3JvdXBzBHNsawNlbWFpbC1uY20-> 
> 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 <http://www.aol.com?ncid=AOLAOF00020000000437>.
> 
> 
> ------------------------------------------------------------------------
> 
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> 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" <djrosen at comcast.net> 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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A6B@dc1ex01.air.org>

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
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Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
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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" <HSilver-Pacuilla at air.org> on 06/13/2007 09:32:50 AM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      The Technology and Literacy Discussion List         
          <technology at nifl.gov>                               
                                                              
 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" <Barry.Burkett at Franklin.kyschools.us> on 06/15/2007 09:33:33 AM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      "The Technology and Literacy Discussion List"       
          <technology at nifl.gov>, "The Poverty, Race,   Women  
          and Literacy Discussion List"                       
          <povertyracewomen at nifl.gov>                         
                                                              
 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
<http://us.rd.yahoo.com/evt=47094/*http://farechase.yahoo.com/;_ylc=X3oD
MTFicDJoNDllBF9TAzk3NDA3NTg5BHBvcwMxMwRzZWMDZ3JvdXBzBHNsawNlbWFpbC1uY20-
>  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 <http://www.aol.com?ncid=AOLAOF00020000000437> .

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----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A7C@dc1ex01.air.org>

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" <HSilver-Pacuilla at air.org> on 06/13/2007
09:32:50 AM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
 

 

 

                                                              
                                                              
                                                              
 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
============================================================

----------------------------------------------------
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Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
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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: <FD4001A1-28F4-49CD-99A8-9F864F2E6DD3@comcast.net>

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: <FD4001A1-28F4-49CD-99A8-9F864F2E6DD3@comcast.net>
References: <852572FB.00632B63.00@alphaplus.ca>,
	<FD4001A1-28F4-49CD-99A8-9F864F2E6DD3@comcast.net>
Message-ID: <OFF99F7722.2E5F241D-ON072572FC.005AA15D-072572FC.005AA15E@yc.edu>

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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: <GNEOLHHOLFAOGFKBCGGFOEEDEEAA.rgriffin@ket.org>

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" <Barry.Burkett at Franklin.kyschools.us> on 06/15/2007
09:33:33 AM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>

 To:      "The Technology and Literacy Discussion List"
          <technology at nifl.gov>, "The Poverty, Race,   Women
          and Literacy Discussion List"
          <povertyracewomen at nifl.gov>

 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.
________________________________

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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 <http://www.aol.com?ncid=AOLAOF00020000000437> .

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

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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

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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: <OFF99F7722.2E5F241D-ON072572FC.005AA15D-072572FC.005AA15E@yc.edu>
Message-ID: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A88@dc1ex01.air.org>

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,
<http://www.cast.org/>  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 <technology at nifl.gov>
From: "David J. Rosen" <djrosen at comcast.net>
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

 

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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: <FD4001A1-28F4-49CD-99A8-9F864F2E6DD3@comcast.net>
References: <FD4001A1-28F4-49CD-99A8-9F864F2E6DD3@comcast.net>
Message-ID: <fc.004c56fb02eb67be3b9aca00e01650fa.2eb68e4@scoe.net>

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 <technology at nifl.gov> 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

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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" <djrosen at comcast.net> on 06/16/2007 07:40:16 AM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      The Technology and Literacy Discussion List         
          <technology at nifl.gov>                               
                                                              
 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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35AAB@dc1ex01.air.org>

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" <HSilver-Pacuilla at air.org> wrote: ----- 

To: <Tina_Luffman at yc.edu> 
From: "Silver-Pacuilla, Heidi" <HSilver-Pacuilla at air.org> 
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 

 

 

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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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A88@dc1ex01.air.org>
References: <BB12A39DCC3B35468B5F2B57B61A6EB2A35A88@dc1ex01.air.org>
Message-ID: <fc.004c56fb02eb6b993b9aca00517afd3f.2eb7016@scoe.net>

The Technology and Literacy Discussion List <technology at nifl.gov> 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

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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 <http://www.literacy-source.org/> 
www.literacysource.wordpress.com
<http://www.literacysource.wordpress.com/> 
 
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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: <E42B5CEA-B6AD-47E8-AFD9-7829A667343E@caalusa.org>

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

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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: <mailman.5.1182009602.8584.technology@nifl.gov>
Message-ID: <OF3E2D51B7.2CDCB735-ON852572FD.00096F14-85257300.0058F38E@vcu.edu>

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" <djrosen at comcast.net>
Subject: [Technology 1076]  A new vision for online learning
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Message-ID: <FD4001A1-28F4-49CD-99A8-9F864F2E6DD3 at comcast.net>
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
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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)

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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
>   

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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: <d52cfd872553d.46795bb8@mail.nyu.edu>

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: <cf7.11b53b31.33aac638@aol.com>

 
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.
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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: <c88.1433ac12.33aac72d@aol.com>

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.
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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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35AF8@dc1ex01.air.org>

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 <http://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
 

________________________________

 
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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

>>> <LaFerlazzo at aol.com> 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: <ca1.14048177.33abdaae@aol.com>

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.
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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" <HSilver-Pacuilla at air.org> on 06/20/2007 02:19:18 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      "The Technology and Literacy Discussion List"       
          <technology at nifl.gov>                               
                                                              
 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 <http://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)

________________________________

----------------------------------------------------
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Technology at nifl.gov
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Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
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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: <ca1.14048177.33abdaae@aol.com>
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. 
----------------------------------------------------
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Technology and Literacy mailing list
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

 
   
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---------------------------------
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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" <skillipedia at yahoo.co.uk> 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. 
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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 <mfbir at yahoo.com> 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" <skillipedia at yahoo.co.uk> 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 <mfbir at yahoo.com> 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" <skillipedia at yahoo.co.uk> 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

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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: <F685AB56-D7C9-46B9-9031-852B71FF4E85@comcast.net>

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 <mfbir at yahoo.com> 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" <skillipedia at yahoo.co.uk> 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM
>
> Please respond to The Technology and Literacy Discussion List
>      <technology at nifl.gov>
>
>
>
>
>
>
>
>
> To:      The Technology and Literacy Discussion List
>          <technology at nifl.gov>
>
> 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: <EF69607F-2D90-4B58-BD66-8BD5F5971B8E@comcast.net>

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: <F685AB56-D7C9-46B9-9031-852B71FF4E85@comcast.net>
References: <376910.72113.qm@web28015.mail.ukl.yahoo.com>
	<612927.39854.qm@web36301.mail.mud.yahoo.com>
	<467B0576.BC3D.00F8.0@worlded.org>
	<F685AB56-D7C9-46B9-9031-852B71FF4E85@comcast.net>
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" <djrosen at comcast.net> 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 <mfbir at yahoo.com> 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" <skillipedia at yahoo.co.uk> 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: <nancy.friday at alphaplus.ca>
> To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
> 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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM
>>
>> Please respond to The Technology and Literacy Discussion List
>>      <technology at nifl.gov>
>>
>>
>>
>>
>>
>>
>>
>>
>> To:      The Technology and Literacy Discussion List
>>          <technology at nifl.gov>
>>
>> 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

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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" <wbquinones at comcast.net> on 06/24/2007 12:00:33 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      "The Technology and Literacy Discussion List"       
          <technology at nifl.gov>                               
                                                              
 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM
>
> Please respond to The Technology and Literacy Discussion List
>      <technology at nifl.gov>
>
>
>
>
>
>
>
>
> To:      The Technology and Literacy Discussion List
>          <technology at nifl.gov>
>
> 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
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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>
	<F685AB56-D7C9-46B9-9031-852B71FF4E85@comcast.net>
	<467FA4F9.BC3D.00F8.0@worlded.org>
Message-ID: <d4f2f1652e954.467fac2a@mail.nyu.edu>

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 <steve_quann at worlded.org>
Date: Monday, June 25, 2007 11:46 am
Subject: [Technology 1106]   Re: Your advice
To: The Technology and Literacy Discussion List <technology at nifl.gov>

> 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" <djrosen at comcast.net> 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 <mfbir at yahoo.com> 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" <skillipedia at yahoo.co.uk> 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" <wbquinones at comcast.net> on 06/24/2007 12:00:33 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      "The Technology and Literacy Discussion List"       
          <technology at nifl.gov>                               
                                                              
 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM
>
> Please respond to The Technology and Literacy Discussion List
>      <technology at nifl.gov>
>
>
>
>
>
>
>
>
> To:      The Technology and Literacy Discussion List
>          <technology at nifl.gov>
>
> 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
>

----------------------------------------------------
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Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to
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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
============================================================

----------------------------------------------------
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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

>>> <nancy.friday at alphaplus.ca> 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" <Barry.Burkett at Franklin.kyschools.us> on 06/15/2007 09:33:33 AM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      "The Technology and Literacy Discussion List"       
          <technology at nifl.gov>, "The Poverty, Race,   Women  
          and Literacy Discussion List"                       
          <povertyracewomen at nifl.gov>                         
                                                              
 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.
________________________________

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<http://us.rd.yahoo.com/evt=47094/*http://farechase.yahoo.com/;_ylc=X3oD 
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>  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 <http://www.aol.com?ncid=AOLAOF00020000000437> .

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>
	<F685AB56-D7C9-46B9-9031-852B71FF4E85@comcast.net>
	<467FA4F9.BC3D.00F8.0@worlded.org>
Message-ID: <d53591bb29e1a.467fafea@mail.nyu.edu>

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 <steve_quann at worlded.org>
Date: Monday, June 25, 2007 11:46 am
Subject: [Technology 1106]   Re: Your advice
To: The Technology and Literacy Discussion List <technology at nifl.gov>

> 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" <djrosen at comcast.net> 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 <mfbir at yahoo.com> 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" <skillipedia at yahoo.co.uk> 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: <d4f2f1652e954.467fac2a@mail.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>
	<F685AB56-D7C9-46B9-9031-852B71FF4E85@comcast.net>
	<467FA4F9.BC3D.00F8.0@worlded.org>
	<d4f2f1652e954.467fac2a@mail.nyu.edu>
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 <tommy.mcdonell at nyu.edu> 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 <steve_quann at worlded.org>
Date: Monday, June 25, 2007 11:46 am
Subject: [Technology 1106]   Re: Your advice
To: The Technology and Literacy Discussion List <technology at nifl.gov>

> 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" <djrosen at comcast.net> 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 <mfbir at yahoo.com> 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" <skillipedia at yahoo.co.uk> 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>
	<F685AB56-D7C9-46B9-9031-852B71FF4E85@comcast.net>
	<467FA4F9.BC3D.00F8.0@worlded.org>
Message-ID: <e9d3a7190706251301r17face82ydb3147ac351bb46a@mail.gmail.com>

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 <steve_quann at worlded.org> 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" <djrosen at comcast.net> 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 <mfbir at yahoo.com> 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" <skillipedia at yahoo.co.uk> 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
>
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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: <EF69607F-2D90-4B58-BD66-8BD5F5971B8E@comcast.net>
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" <djrosen at comcast.net> 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
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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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM

Please respond to The Technology and Literacy Discussion List
     <technology at nifl.gov>

To:      The Technology and Literacy Discussion List
         <technology at nifl.gov>

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

===========================================================
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AlphaRoute Coordinator
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Telephone: (416) 322-1012 x.305
Fax: 1-800-788-1417
TTY: 1-800-788-1912
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============================================================

----------------------------------------------------
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Technology and Literacy mailing list
Technology at nifl.gov
To unsubscribe or change your subscription settings, please go to 
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Email delivered to wbquinones at comcast.net

    

----------------------------------------------------
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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
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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>
	<F685AB56-D7C9-46B9-9031-852B71FF4E85@comcast.net>
	<467FA4F9.BC3D.00F8.0@worlded.org>
	<d4f2f1652e954.467fac2a@mail.nyu.edu>
	<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 <tommy.mcdonell at nyu.edu> 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 <steve_quann at worlded.org>
> Date: Monday, June 25, 2007 11:46 am
> Subject: [Technology 1106]   Re: Your advice
> To: The Technology and Literacy Discussion List <technology at nifl.gov>
>
>
>> 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" <djrosen at comcast.net> 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 <mfbir at yahoo.com> 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" <skillipedia at yahoo.co.uk> 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

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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: <e9d3a7190706251301r17face82ydb3147ac351bb46a@mail.gmail.com>
References: <376910.72113.qm@web28015.mail.ukl.yahoo.com>
	<612927.39854.qm@web36301.mail.mud.yahoo.com>
	<467B0576.BC3D.00F8.0@worlded.org>
	<F685AB56-D7C9-46B9-9031-852B71FF4E85@comcast.net>
	<467FA4F9.BC3D.00F8.0@worlded.org>
	<e9d3a7190706251301r17face82ydb3147ac351bb46a@mail.gmail.com>
Message-ID: <467FFE6C.BC3D.00F8.0@worlded.org>

Sure. I will send it to the listserve. 
Steve

>>> "Ginnie Gorin" <ggorin at gmail.com> 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 <steve_quann at worlded.org> 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" <djrosen at comcast.net> 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 <mfbir at yahoo.com> 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" <skillipedia at yahoo.co.uk> 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>
	<F685AB56-D7C9-46B9-9031-852B71FF4E85@comcast.net>
	<467FA4F9.BC3D.00F8.0@worlded.org>
	<d4f2f1652e954.467fac2a@mail.nyu.edu>
	<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 <tommy.mcdonell at nyu.edu> 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 <steve_quann at worlded.org>
>> Date: Monday, June 25, 2007 11:46 am
>> Subject: [Technology 1106]   Re: Your advice
>> To: The Technology and Literacy Discussion List <technology at nifl.gov>
>>
>>
>>> 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" <djrosen at comcast.net> 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 <mfbir at yahoo.com> 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" <skillipedia at yahoo.co.uk> 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
>> ----------------------------------------------------
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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" <barry.bakin at lausd.net> on 06/25/2007 12:30:27 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      "The Technology and Literacy Discussion List"       
          <technology at nifl.gov>, "The Technology and Literacy 
          Discussion List" <technology at nifl.gov>              
                                                              
 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" <wbquinones at comcast.net> on 06/24/2007 12:00:33 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>

 To:      "The Technology and Literacy Discussion List"
          <technology at nifl.gov>

 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM
>
> Please respond to The Technology and Literacy Discussion List
>      <technology at nifl.gov>
>
>
>
>
>
>
>
>
> To:      The Technology and Literacy Discussion List
>          <technology at nifl.gov>
>
> 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
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> To unsubscribe or change your subscription settings, please go to
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> Email delivered to wbquinones at comcast.net
>

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===========================================================
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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
============================================================

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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" <SUJones at parkland.edu> on 06/25/2007 12:47:51 PM

Please respond to The Technology and Literacy Discussion List
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 To:      "The Technology and Literacy Discussion List"       
          <technology at nifl.gov>                               
                                                              
 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

>>> <nancy.friday at alphaplus.ca> 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" <Barry.Burkett at Franklin.kyschools.us> on 06/15/2007 09:33:33 AM

Please respond to The Technology and Literacy Discussion List
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 To:      "The Technology and Literacy Discussion List"
          <technology at nifl.gov>, "The Poverty, Race,   Women
          and Literacy Discussion List"
          <povertyracewomen at nifl.gov>

 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
<http://us.rd.yahoo.com/evt=47094/*http://farechase.yahoo.com/;_ylc=X3oD
MTFicDJoNDllBF9TAzk3NDA3NTg5BHBvcwMxMwRzZWMDZ3JvdXBzBHNsawNlbWFpbC1uY20-
>  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 <http://www.aol.com?ncid=AOLAOF00020000000437> .

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===========================================================
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 <mhefner at cccti.edu> 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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM

Please respond to The Technology and Literacy Discussion List
     <technology at nifl.gov>

To:      The Technology and Literacy Discussion List
         <technology at nifl.gov>

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 <steve_quann at worlded.org> 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

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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: <e9d3a7190706251301r17face82ydb3147ac351bb46a@mail.gmail.com>
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 <ggorin at gmail.com> 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 <steve_quann at worlded.org> 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" <djrosen at comcast.net > 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 <mfbir at yahoo.com > 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" <skillipedia at yahoo.co.uk> 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
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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: <OF35153228.833F8EDC-ON07257306.00599D32-07257306.00599D34@yc.edu>

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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" <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 <mhefner at cccti.edu> 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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM

Please respond to The Technology and Literacy Discussion List
     <technology at nifl.gov>

To:      The Technology and Literacy Discussion List
         <technology at nifl.gov>

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
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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 <bonniesophia at sbcglobal.net> 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 <steve_quann at worlded.org> 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 
>
----------------------------------------------------
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Technology and Literacy mailing list
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

----------------------------------------------------
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Technology and Literacy mailing list
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 --------------
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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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35B7F@dc1ex01.air.org>

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 <mhefner at cccti.edu> 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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM

Please respond to The Technology and Literacy Discussion List
     <technology at nifl.gov>

To:      The Technology and Literacy Discussion List
         <technology at nifl.gov>

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
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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: <OF35191BD5.63FB4C5E-ON07257306.005E19EA-07257306.005E19EA@yc.edu>

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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>
	<BB12A39DCC3B35468B5F2B57B61A6EB2A35B7F@dc1ex01.air.org>
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" <HSilver-Pacuilla at air.org> 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" <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 <mhefner at cccti.edu> 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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM

Please respond to The Technology and Literacy Discussion List
     <technology at nifl.gov>

To:      The Technology and Literacy Discussion List
         <technology at nifl.gov>

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 --------------
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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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35B7F@dc1ex01.air.org>
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" <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 <mhefner at cccti.edu> 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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
  To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
  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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM

  Please respond to The Technology and Literacy Discussion List
       <technology at nifl.gov>

  To:      The Technology and Literacy Discussion List
           <technology at nifl.gov>

  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 --------------
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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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35B7F@dc1ex01.air.org>
References: <20070626T122648Z_1F1A00170000@cccti.edu>
	<BB12A39DCC3B35468B5F2B57B61A6EB2A35B7F@dc1ex01.air.org>
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 <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 <mhefner at cccti.edu> 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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
> To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
> 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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM
>
> Please respond to The Technology and Literacy Discussion List
>      <technology at nifl.gov>
>
>
>
>
>
>
>
>
> To:      The Technology and Literacy Discussion List
>          <technology at nifl.gov>
>
> 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) <http://alphaplus.ca%29>
> 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
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> Email delivered to lpetty at twmi.rr.com
>
>
>
>
>
>
> --
> *********************************
> Leslie Petty
> Associate Director, Project IDEAL
> University of Michigan
> Institute for Social Research
> 734-425-0748
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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: <OF35153228.833F8EDC-ON07257306.00599D32-07257306.00599D34@yc.edu>
References: <85257306.004D1231.00@alphaplus.ca>
	<OF35153228.833F8EDC-ON07257306.00599D32-07257306.00599D34@yc.edu>
Message-ID: <B66B90CC472EF54C9BAEB1E98C9D7CE802B52665@ss-exc-01.principia.local>

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
<technology at nifl.gov>
	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" <SUJones at parkland.edu> on 06/25/2007 12:47:51 PM
	
	Please respond to The Technology and Literacy Discussion List
	     <technology at nifl.gov>
	

	

	

	
	
	                                                             
	                                                             
	                                                             
	To:      "The Technology and Literacy Discussion List"       
	         <technology at nifl.gov>                               
	                                                             
	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://www.resourceroom.net/> 
	http://bicyclecu.blogspot.com <http://bicyclecu.blogspot.com/> 
	
	
	>>> <nancy.friday at alphaplus.ca> 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" <Barry.Burkett at Franklin.kyschools.us> on
06/15/2007 09:33:33 AM
	
	Please respond to The Technology and Literacy Discussion List
	     <technology at nifl.gov>
	
	
	
	
	
	
	
	
	To:      "The Technology and Literacy Discussion List"
	         <technology at nifl.gov>, "The Poverty, Race,   Women
	         and Literacy Discussion List"
	         <povertyracewomen at nifl.gov>
	
	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.
	________________________________
	
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	>  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
<http://www.aol.com?ncid=AOLAOF00020000000437
<http://www.aol.com/?ncid=AOLAOF00020000000437> > .
	
	----------------------------------------------------
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	To unsubscribe or change your subscription settings, please go
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	===========================================================
	Nancy Friday
	AlphaRoute Coordinator
	AlphaPlus Centre  (http://alphaplus.ca <http://alphaplus.ca/> )
	Telephone: (416) 322-1012 x.305
	Fax: 1-800-788-1417
	TTY: 1-800-788-1912
	nancy.friday at alphaplus.ca
	============================================================
	
	
	----------------------------------------------------
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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 <mhefner at cccti.edu> on 06/25/2007 03:41:44 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      The Technology and Literacy Discussion List         
          <technology at nifl.gov>                               
                                                              
 cc:      (bcc: Nancy Friday)                                 
                                                              
                                                              
                                                              
 Subject: [Technology 1115] Re: NYC School to Promote "Gaming 
          Literacy"                                           
                                                              

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Wow!!!!!

>From the article.... ??
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?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,??
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? 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" <djrosen at comcast.net> 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
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----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
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><OF35153228.833F8EDC-ON07257306.00599D32-07257306.00599D34@yc.edu>
	<B66B90CC472EF54C9BAEB1E98C9D7CE802B52665@ss-exc-01.principia.local>
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:
 
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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><OF35153228.833F8EDC-ON07257306.00599D32-07257306.00599D34@yc.edu>
	<B66B90CC472EF54C9BAEB1E98C9D7CE802B52665@ss-exc-01.principia.local>
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 <technology at nifl.gov>
	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" <SUJones at parkland.edu> on 06/25/2007 12:47:51 PM
	
	Please respond to The Technology and Literacy Discussion List
	     <technology at nifl.gov>
	                                                                               
	                                                                               
	                                                                               
	
	
	                                                             
	                                                             
	                                                             
	To:      "The Technology and Literacy Discussion List"       
	         <technology at nifl.gov>                               
	                                                             
	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://www.resourceroom.net/> 
	http://bicyclecu.blogspot.com <http://bicyclecu.blogspot.com/> 
	
	
	>>> <nancy.friday at alphaplus.ca> 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" <Barry.Burkett at Franklin.kyschools.us> on 06/15/2007 09:33:33 AM
	
	Please respond to The Technology and Literacy Discussion List
	     <technology at nifl.gov>
	
	
	
	
	
	
	
	
	To:      "The Technology and Literacy Discussion List"
	         <technology at nifl.gov>, "The Poverty, Race,   Women
	         and Literacy Discussion List"
	         <povertyracewomen at nifl.gov>
	
	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.
	________________________________
	
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	<http://us.rd.yahoo.com/evt=47094/*http://farechase.yahoo.com/;_ylc=X3oD
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	>  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 <http://www.aol.com?ncid=AOLAOF00020000000437 <http://www.aol.com/?ncid=AOLAOF00020000000437> > .
	
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	===========================================================
	Nancy Friday
	AlphaRoute Coordinator
	AlphaPlus Centre  (http://alphaplus.ca <http://alphaplus.ca/> )
	Telephone: (416) 322-1012 x.305
	Fax: 1-800-788-1417
	TTY: 1-800-788-1912
	nancy.friday at alphaplus.ca
	============================================================
	
	
	----------------------------------------------------
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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 <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
<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 <mhefner at cccti.edu> 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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM

Please respond to The Technology and Literacy Discussion List
     <technology at nifl.gov>

To:      The Technology and Literacy Discussion List
         <technology at nifl.gov>

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 

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===========================================================
Nancy Friday
AlphaRoute Coordinator
AlphaPlus Centre  (http://alphaplus.ca) <http://alphaplus.ca%29> 
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 

    

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To unsubscribe or change your subscription settings, please go to
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Email delivered to lpetty at twmi.rr.com 

  

-- 
*********************************
Leslie Petty
Associate Director, Project IDEAL
University of Michigan
Institute for Social Research
734-425-0748
----------------------------------------------------
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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: <B66B90CC472EF54C9BAEB1E98C9D7CE802B52665@ss-exc-01.principia.local>
References: <85257306.004D1231.00@alphaplus.ca>	<OF35153228.833F8EDC-ON07257306.00599D32-07257306.00599D34@yc.edu>,
	<B66B90CC472EF54C9BAEB1E98C9D7CE802B52665@ss-exc-01.principia.local>
Message-ID: <OFCC9ECB1E.8D8E10D6-ON07257307.00589CA1-07257307.00589CA2@yc.edu>

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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>
	<BB12A39DCC3B35468B5F2B57B61A6EB2A35B7F@dc1ex01.air.org>
	<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" <joyess1 at gmail.com> 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 <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 <mhefner at cccti.edu> 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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM

Please respond to The Technology and Literacy Discussion List
     <technology at nifl.gov>

To:      The Technology and Literacy Discussion List
         <technology at nifl.gov>

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
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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

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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><BB12A39DCC3B35468B5F2B57B61A6EB2A35B7F@dc1ex01.air.org><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><OF35153228.833F8EDC-ON07257306.00599D32-07257306.00599D34@yc.edu>
	<B66B90CC472EF54C9BAEB1E98C9D7CE802B52665@ss-exc-01.principia.local>
	<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" <Barry.Burkett at Franklin.kyschools.us> 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 <technology at nifl.gov>
	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" <SUJones at parkland.edu> on 06/25/2007 12:47:51 PM
	
	Please respond to The Technology and Literacy Discussion List
	     <technology at nifl.gov>
	                                                                               
	                                                                               
	                                                                               
	
	
	                                                             
	                                                             
	                                                             
	To:      "The Technology and Literacy Discussion List"       
	         <technology at nifl.gov>                               
	                                                             
	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://www.resourceroom.net/> 
	http://bicyclecu.blogspot.com <http://bicyclecu.blogspot.com/> 
	
	
	>>> <nancy.friday at alphaplus.ca> 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" <Barry.Burkett at Franklin.kyschools.us> on 06/15/2007 09:33:33 AM
	
	Please respond to The Technology and Literacy Discussion List
	     <technology at nifl.gov>
	
	
	
	
	
	
	
	
	To:      "The Technology and Literacy Discussion List"
	         <technology at nifl.gov>, "The Poverty, Race,   Women
	         and Literacy Discussion List"
	         <povertyracewomen at nifl.gov>
	
	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.
	________________________________
	
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	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.
	________________________________
	
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	To unsubscribe or change your subscription settings, please go to
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	===========================================================
	Nancy Friday
	AlphaRoute Coordinator
	AlphaPlus Centre  (http://alphaplus.ca <http://alphaplus.ca/> )
	Telephone: (416) 322-1012 x.305
	Fax: 1-800-788-1417
	TTY: 1-800-788-1912
	nancy.friday at alphaplus.ca 
	============================================================
	
	
	----------------------------------------------------
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	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><BB12A39DCC3B35468B5F2B57B61A6EB2A35B7F@dc1ex01.air.org><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" <barry.bakin at lausd.net> 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

----------------------------------------------------
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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 <maureenh at azcallateen.k12.az.us> 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 <mhefner at cccti.edu> 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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
> To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
> 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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM
>
> Please respond to The Technology and Literacy Discussion List
>      <technology at nifl.gov>
>
>
>
>
>
>
>
>
> To:      The Technology and Literacy Discussion List
>          <technology at nifl.gov>
>
> 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) <http://alphaplus.ca%29>
> Telephone: (416) 322-1012 x.305
> Fax: 1-800-788-1417
> TTY: 1-800-788-1912
> nancy.friday at alphaplus.ca
> ============================================================
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> Leslie Petty
> Associate Director, Project IDEAL
> University of Michigan
> Institute for Social Research
> 734-425-0748
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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 <mhefner at cccti.edu> on 06/27/2007 12:54:35 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      The Technology and Literacy Discussion List         
          <technology at nifl.gov>                               
                                                              
 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" <joyess1 at gmail.com> 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 <HSilver-Pacuilla at air.org> 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" <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 <mhefner at cccti.edu> 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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM

Please respond to The Technology and Literacy Discussion List
     <technology at nifl.gov>

To:      The Technology and Literacy Discussion List
         <technology at nifl.gov>

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
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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
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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
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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
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Email delivered to mhefner at cccti.edu

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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 <maureenh at azcallateen.k12.az.us> 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
<mailto: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
<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 <mailto: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 <mhefner at cccti.edu> 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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM

Please respond to The Technology and Literacy Discussion List
     <technology at nifl.gov>

To:      The Technology and Literacy Discussion List
         <technology at nifl.gov>

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 

----------------------------------------------------
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Technology and Literacy mailing list
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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) <http://alphaplus.ca%29> 
Telephone: (416) 322-1012 x.305
Fax: 1-800-788-1417
TTY: 1-800-788-1912
nancy.friday at alphaplus.ca 
============================================================

----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to 
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Email delivered to wbquinones at comcast.net 

    

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Email delivered to lpetty at twmi.rr.com 

  

-- 
*********************************
Leslie Petty
Associate Director, Project IDEAL
University of Michigan
Institute for Social Research
734-425-0748
----------------------------------------------------
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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>
	<BB12A39DCC3B35468B5F2B57B61A6EB2A35B7F@dc1ex01.air.org>
	<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" <barry.bakin at lausd.net> 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

----------------------------------------------------
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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: <d52cfd872553d.46795bb8@mail.nyu.edu>
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" <barry.bakin at lausd.net> 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
	
	
	
	----------------------------------------------------
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	Technology and Literacy mailing list
	Technology at nifl.gov
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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 <mhefner at cccti.edu> on 06/27/2007 03:10:13 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      The Technology and Literacy Discussion List         
          <technology at nifl.gov>                               
                                                              
 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" <barry.bakin at lausd.net> 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
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To unsubscribe or change your subscription settings, please go to
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===========================================================
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" <HSilver-Pacuilla at air.org> on 06/26/2007 01:02:40 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      "The Technology and Literacy Discussion List"       
          <technology at nifl.gov>                               
                                                              
 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" <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 <mhefner at cccti.edu> 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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM

Please respond to The Technology and Literacy Discussion List
     <technology at nifl.gov>

To:      The Technology and Literacy Discussion List
         <technology at nifl.gov>

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

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National Institute for Literacy
Technology and Literacy mailing list
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" <dsatin at verizon.net> on 06/26/2007 04:32:54 PM

Please respond to Diana Satin <dsatin at verizon.net>; Please respond to The
      Technology and Literacy Discussion List <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      "The Technology and Literacy Discussion List"       
          <technology at nifl.gov>                               
                                                              
 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" <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 <mhefner at cccti.edu> 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 <lpetty at twmi.rr.com> 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: <nancy.friday at alphaplus.ca>
  To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
  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" <djrosen at comcast.net> on 06/15/2007 09:01:41 AM

  Please respond to The Technology and Literacy Discussion List
       <technology at nifl.gov>

  To:      The Technology and Literacy Discussion List
           <technology at nifl.gov>

  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
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National Institute for Literacy
Technology and Literacy mailing list
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: <OF65516FED.424D1BCB-ON85257308.005B7192-85257308.005B719B@vcu.edu>

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: <OF65516FED.424D1BCB-ON85257308.005B7192-85257308.005B719B@vcu.edu>
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" <technology at nifl.gov>
From: "Steve Quann" <steve_quann at worlded.org>
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...
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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" <steve_quann at worlded.org> on 06/28/2007 12:13:47 PM

Please respond to The Technology and Literacy Discussion List
      <technology at nifl.gov>
                                                                                
                                                                                
                                                                                

                                                              
                                                              
                                                              
 To:      "The Technology and Literacy Discussion List"       
          <technology at nifl.gov>                               
                                                              
 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.

>>> <trudy.kennell at alphaplus.ca> 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
<http://www.ncsall.net/fileadmin/resources/ann_rev/smith-gillespie-07.pd
f> . 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 --------------
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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
<http://www.ncsall.net/fileadmin/resources/ann_rev/smith-gillespie-07.pd
f> . 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?

 

 

 

 

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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
 <mailto:marie.cora at hotspurpartners.com> 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/
 
 
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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

 

 

 

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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: <d53cdd9bfbb7.46954cf4@mail.nyu.edu>

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

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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
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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: <mailman.1.1183478402.4771.technology@nifl.gov>
Message-ID: <BB12A39DCC3B35468B5F2B57B61A6EB2A35DCE@dc1ex01.air.org>

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" <djrosen at comcast.net>
Subject: [Technology 1158] A new way to recruit GED Students -- radio
	and	text message
To: The Technology and Literacy Discussion List <technology at nifl.gov>
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: <BB12A39DCC3B35468B5F2B57B61A6EB2A35DCE@dc1ex01.air.org>
References: <mailman.1.1183478402.4771.technology@nifl.gov>
	<BB12A39DCC3B35468B5F2B57B61A6EB2A35DCE@dc1ex01.air.org>
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" <djrosen at comcast.net>

Subject: [Technology 1158] A new way to recruit GED Students -- radio

          and     text message

To: The Technology and Literacy Discussion List <technology at nifl.gov>

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

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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: <B9D3C83445977944A514A77AF8052B1501E8C4@aotmail.appsontap.ca>

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
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ProfessionalDevelopment at nifl.gov

To unsubscribe or change your subscription settings, please go to
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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: <mailman.1.1183478402.4771.technology@nifl.gov><BB12A39DCC3B35468B5F2B57B61A6EB2A35DCE@dc1ex01.air.org>
	<8728940CA8973249ABCFCF502B57BF2208A11E09@exchange.billings.k12.mt.us>
Message-ID: <BAY108-DAV4167056486937C90A45E2EDF90@phx.gbl>

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" <djrosen at comcast.net>

Subject: [Technology 1158] A new way to recruit GED Students -- radio

          and     text message

To: The Technology and Literacy Discussion List <technology at nifl.gov>

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

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Technology at nifl.gov

To unsubscribe or change your subscription settings, please go to
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Email delivered to daviauk at billings.k12.mt.us

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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: <B9D3C83445977944A514A77AF8052B1501E8C4@aotmail.appsontap.ca>
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: <BAY108-DAV4167056486937C90A45E2EDF90@phx.gbl>
References: <mailman.1.1183478402.4771.technology@nifl.gov><BB12A39DCC3B35468B5F2B57B61A6EB2A35DCE@dc1ex01.air.org>
	<8728940CA8973249ABCFCF502B57BF2208A11E09@exchange.billings.k12.mt.us>
	<BAY108-DAV4167056486937C90A45E2EDF90@phx.gbl>
Message-ID: <F4677345-F1A6-4385-AD0E-B3AE571CA084@comcast.net>

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" <djrosen at comcast.net>
>
> Subject: [Technology 1158] A new way to recruit GED Students -- radio
>
>           and     text message
>
> To: The Technology and Literacy Discussion List <technology at nifl.gov>
>
> 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: <F4677345-F1A6-4385-AD0E-B3AE571CA084@comcast.net>
References: <mailman.1.1183478402.4771.technology@nifl.gov><BB12A39DCC3B35468B5F2B57B61A6EB2A35DCE@dc1ex01.air.org><8728940CA8973249ABCFCF502B57BF2208A11E09@exchange.billings.k12.mt.us><BAY108-DAV4167056486937C90A45E2EDF90@phx.gbl>
	<F4677345-F1A6-4385-AD0E-B3AE571CA084@comcast.net>
Message-ID: <BAY108-DAV160403747FEFFC6564F7FEDF00@phx.gbl>

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" <djrosen at comcast.net>
>
> Subject: [Technology 1158] A new way to recruit GED Students -- radio
>
>           and     text message
>
> To: The Technology and Literacy Discussion List <technology at nifl.gov>
>
> 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

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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 <http://www.collegetransition.org/> 

www.collegeforadults.org

 

 

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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

 

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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

 

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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" <MariannF at lacnyc.org> 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 <MariannF at lacnyc.org> 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
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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: <BAY108-DAV160403747FEFFC6564F7FEDF00@phx.gbl>
References: <mailman.1.1183478402.4771.technology@nifl.gov><BB12A39DCC3B35468B5F2B57B61A6EB2A35DCE@dc1ex01.air.org><8728940CA8973249ABCFCF502B57BF2208A11E09@exchange.billings.k12.mt.us><BAY108-DAV4167056486937C90A45E2EDF90@phx.gbl>	<F4677345-F1A6-4385-AD0E-B3AE571CA084@comcast.net>
	<BAY108-DAV160403747FEFFC6564F7FEDF00@phx.gbl>
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 <wmmech1 at msn.com>
To: 'The Technology and Literacy Discussion List' <technology at nifl.gov>
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" <djrosen at comcast.net>
>
> Subject: [Technology 1158] A new way to recruit GED Students -- radio
>
>           and     text message
>
> To: The Technology and Literacy Discussion List <technology at nifl.gov>
>
> 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

 

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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: <BAY108-DAV160403747FEFFC6564F7FEDF00@phx.gbl>
References: <mailman.1.1183478402.4771.technology@nifl.gov><BB12A39DCC3B35468B5F2B57B61A6EB2A35DCE@dc1ex01.air.org><8728940CA8973249ABCFCF502B57BF2208A11E09@exchange.billings.k12.mt.us><BAY108-DAV4167056486937C90A45E2EDF90@phx.gbl>
	<F4677345-F1A6-4385-AD0E-B3AE571CA084@comcast.net>
	<BAY108-DAV160403747FEFFC6564F7FEDF00@phx.gbl>
Message-ID: <A044272F-96B0-4804-B095-C144E761A939@comcast.net>

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: <mailman.24032.1185543180.788.technology@nifl.gov>
References: <mailman.24032.1185543180.788.technology@nifl.gov>
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" <kbeall at onlyinternet.net>
Subject: [Technology 1176] Registration is open! - Effective
	Transition in	Adult Education conference on Nov 8-9, 2007
To: <technology at nifl.gov>
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 <http://www.collegetransition.org/> 

www.collegeforadults.org

 

 

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Message: 2
Date: Thu, 26 Jul 2007 13:44:22 -0400
From: "Mariann Fedele" <MariannF at lacnyc.org>
Subject: [Technology 1177]  alternatives to attachments
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
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

 

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Message: 3
Date: Thu, 26 Jul 2007 10:56:17 -0700
From: "Bakin, Barry" <barry.bakin at lausd.net>
Subject: [Technology 1178] Re: alternatives to attachments
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
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

 

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Message: 4
Date: Thu, 26 Jul 2007 14:26:31 -0400
From: "Mariann Fedele" <MariannF at lacnyc.org>
Subject: [Technology 1179] Re: alternatives to attachments
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
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" <SUJones at parkland.edu>
Subject: [Technology 1180]   Re: alternatives to attachments
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
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" <MariannF at lacnyc.org> 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 <linda.ashby at snet.net>
Subject: [Technology 1181] Re: alternatives to attachments
To: The Technology and Literacy Discussion List <technology at nifl.gov>
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 <MariannF at lacnyc.org> 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
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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 <wmmech1 at msn.com>
To: 'The Technology and Literacy Discussion List' <technology at nifl.gov>
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" <djrosen at comcast.net>
>
> Subject: [Technology 1158] A new way to recruit GED Students -- radio
>
>           and     text message
>
> To: The Technology and Literacy Discussion List <technology at nifl.gov>
>
> 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

 

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Technology and 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" <kbeall at onlyinternet.net>
Subject: [Technology 1176] Registration is open! - Effective
	Transition in	Adult Education conference on Nov 8-9, 2007
To: <technology at nifl.gov>
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 <http://www.collegetransition.org/> 

www.collegeforadults.org

 

 

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Message: 2
Date: Thu, 26 Jul 2007 13:44:22 -0400
From: "Mariann Fedele" <MariannF at lacnyc.org>
Subject: [Technology 1177]  alternatives to attachments
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
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

 

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Message: 3
Date: Thu, 26 Jul 2007 10:56:17 -0700
From: "Bakin, Barry" <barry.bakin at lausd.net>
Subject: [Technology 1178] Re: alternatives to attachments
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
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

 

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Message: 4
Date: Thu, 26 Jul 2007 14:26:31 -0400
From: "Mariann Fedele" <MariannF at lacnyc.org>
Subject: [Technology 1179] Re: alternatives to attachments
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
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" <SUJones at parkland.edu>
Subject: [Technology 1180]   Re: alternatives to attachments
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
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" <MariannF at lacnyc.org> 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 <linda.ashby at snet.net>
Subject: [Technology 1181] Re: alternatives to attachments
To: The Technology and Literacy Discussion List <technology at nifl.gov>
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 <MariannF at lacnyc.org> 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
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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 <wmmech1 at msn.com>
To: 'The Technology and Literacy Discussion List' <technology at nifl.gov>
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" <djrosen at comcast.net>
>
> Subject: [Technology 1158] A new way to recruit GED Students -- radio
>
>           and     text message
>
> To: The Technology and Literacy Discussion List <technology at nifl.gov>
>
> 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!
> ----------------------------------------------------
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> 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.
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To unsubscribe or change your subscription settings, please go to 
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End of Technology Digest, Vol 22, Issue 13
******************************************
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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: <mailman.24076.1185551781.788.technology@nifl.gov>
References: <mailman.24076.1185551781.788.technology@nifl.gov>
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" <djrosen at comcast.net> 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

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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 <http://www.ncsall.net/> . 

Skills for Disease Prevention <http://www.ncsall.net/?id=769#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 <http://www.ncsall.net/?id769#ebp_train>
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

 

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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: <fc.004c56fb02f7dfde004c56fb02f7dfde.2f7dffe@scoe.net>

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

<rest of previous message snipped> 

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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: <BAY108-DAV1539632599C292E88BBE6BEDE70@phx.gbl>

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

-- 
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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: <BAY108-DAV1539632599C292E88BBE6BEDE70@phx.gbl>
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

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It has removed 0 spam emails to date.
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----------------------------------------------------
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Technology and Literacy mailing list
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: <F4EF8CB4-7302-4715-9285-4AF19A98C0A8@comcast.net>
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: <C65BBE71-6635-4609-AC0F-A460294E7961@comcast.net>

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

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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: <BED51C83-7ED5-4A49-9F9C-81504B5930DA@comcast.net>

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

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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: <C65BBE71-6635-4609-AC0F-A460294E7961@comcast.net>
Message-ID: <OFC9517B94.81FD083D-ON07257332.007010D6-07257332.00705BFE@yc.edu>

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" <djrosen at comcast.net> 
Sent by: technology-bounces at nifl.gov
08/09/2007 08:51 AM
Please respond to
The Technology and Literacy Discussion List <technology at nifl.gov>

To
The Technology and Literacy Discussion List <technology at nifl.gov>
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

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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:
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----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
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
 <mailto:marie.cora at hotspurpartners.com> 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
 
 
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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: <mailman.15.1175616004.10715.technology@nifl.gov>
Message-ID: <BB12A39DCC3B35468B5F2B57B61A6EB20101C80C@dc1ex01.air.org>

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: <ce2.d3b7b44.3343c1eb at aol.com>
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.

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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: <B9D3C83445977944A514A77AF8052B1501E8E5@aotmail.appsontap.ca>

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 <mailto: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: <B9D3C83445977944A514A77AF8052B1501E8E5@aotmail.appsontap.ca>
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 <mailto: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: <B9D3C83445977944A514A77AF8052B1501E8E6@aotmail.appsontap.ca>

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 <mailto: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 <http://exchange.wwcc.wy.edu/exchweb/bin/redir.asp?URL=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: <F4EF8CB4-7302-4715-9285-4AF19A98C0A8@comcast.net>
	<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

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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: <F4EF8CB4-7302-4715-9285-4AF19A98C0A8@comcast.net>
	<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: <d05.1633d98e.33f414d5@aol.com>

 
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
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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

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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: <d05.1633d98e.33f414d5@aol.com>
References: <d05.1633d98e.33f414d5@aol.com>
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
<http://discover.aol.com/memed/aolcom30tour/?ncid=AOLAOF00020000000982>
.
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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" <Barry.Burkett at Franklin.kyschools.us> 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 --------------
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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 <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

 

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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: <d06.18124a84.33fe253f@aol.com>

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
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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: <fc.004c56fb02ff5c3a3b9aca00f4bc6554.2ff5c5e@scoe.net>

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

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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: <OFC3E989EE.6922B69E-ON85257340.005E6D27-85257340.005E6D27@wcpss.net>

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!
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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: <fc.004c56fb02ff5c3a3b9aca00f4bc6554.2ff5c5e@scoe.net>
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 <mthacher at otan.us> 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
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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: <d05.1633d98e.33f414d5@aol.com>
References: <d05.1633d98e.33f414d5@aol.com>
Message-ID: <fc.004c56fb02ff9eac3b9aca008c48e0af.2ffb831@scoe.net>

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/ ]http://larryferlazzo.edublogs.org/

The Technology and Literacy Discussion List <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 <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
>

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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: <fc.004c56fb02ffc4483b9aca00f4bc6554.2ffc582@scoe.net>

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 <mthacher at otan.us> 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

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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: <fc.004c56fb02ffc4483b9aca00f4bc6554.2ffc582@scoe.net>
References: <738623.55134.qm@web83302.mail.sp1.yahoo.com>
	<fc.004c56fb02ffc4483b9aca00f4bc6554.2ffc582@scoe.net>
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 <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 <mthacher at otan.us> 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 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: <fc.004c56fb02ff9eac3b9aca008c48e0af.2ffb831@scoe.net>
References: <d05.1633d98e.33f414d5@aol.com>
	<fc.004c56fb02ff9eac3b9aca008c48e0af.2ffb831@scoe.net>
Message-ID: <eb1ceeaf0708251305n31e5fea0hee6ab7ea6c69fae7@mail.gmail.com>

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 <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>.
>
> 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 <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 "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 <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
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> 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
>
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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: <cdd.1a3464c5.3401e0b1@aol.com>

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
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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" <Barry.Burkett at Franklin.kyschools.us> 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

 

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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
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Email delivered to bonniesophia at sbcglobal.net

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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 <bonniesophia at sbcglobal.net>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
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 <mthacher at otan.us> 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

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

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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: <eb1ceeaf0708251305n31e5fea0hee6ab7ea6c69fae7@mail.gmail.com>
References: <d05.1633d98e.33f414d5@aol.com> <	>
	<fc.004c56fb02ff9eac3b9aca008c48e0af.2ffb831@scoe.net>
	<eb1ceeaf0708251305n31e5fea0hee6ab7ea6c69fae7@mail.gmail.com>
Message-ID: <fc.004c56fb030014963b9aca008c48e0af.3001529@scoe.net>

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 <technology at nifl.gov> 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 

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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: <fc.004c56fb030029b33b9aca00f4bc6554.30029de@scoe.net>

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 <technology at nifl.gov> 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 <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 <mthacher at otan.us> 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 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

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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: <d05.1633d98e.33f414d5@aol.com> <	>
	<fc.004c56fb02ff9eac3b9aca008c48e0af.2ffb831@scoe.net>
	<eb1ceeaf0708251305n31e5fea0hee6ab7ea6c69fae7@mail.gmail.com>
	<fc.004c56fb030014963b9aca008c48e0af.3001529@scoe.net>
Message-ID: <B9D3C83445977944A514A77AF8052B1501DD5E@aotmail.appsontap.ca>

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 <technology at nifl.gov> 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 <jfleischman at scoe.net <mailto: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 
jfleischman at scoe.net <mailto:jfleischman at scoe.net> 

Jerome Johnston
 jerej at umich.edu <mailto:jerej at umich.edu> 

The Technology and Literacy Discussion List < technology at nifl.gov <mailto: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 <technology at nifl.gov <mailto: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 "  jon.smith at yahoo.com <mailto: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 <technology at nifl.gov <mailto: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 

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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.

 

 
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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: <fc.004c56fb0300530a004c56fb0300530a.3005373@scoe.net>

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
*****************************************************************************

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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: <fc.004c56fb030029b33b9aca00f4bc6554.30029de@scoe.net>
Message-ID: <60679.62281.qm@web83305.mail.sp1.yahoo.com>

Thanks very much for the clarification and advice.

Marian Thacher <mthacher at otan.us> 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 <technology at nifl.gov> 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 <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 <mthacher at otan.us> 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 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

----------------------------------------------------
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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" <cryan5 at student.gsu.edu> 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
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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: <A0EFA4BB-4FD1-470A-9138-4EC4B005DF44@comcast.net>

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: <fc.004c56fb02ffc4483b9aca00f4bc6554.2ffc582@scoe.net>
References: <738623.55134.qm@web83302.mail.sp1.yahoo.com>
	<fc.004c56fb02ffc4483b9aca00f4bc6554.2ffc582@scoe.net>
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 <mthacher at otan.us> 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 <mthacher at otan.us>* 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*<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<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<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
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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
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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.

 

 

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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>
	<fc.004c56fb02ffc4483b9aca00f4bc6554.2ffc582@scoe.net>
	<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 <mthacher at otan.us> 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 <mthacher at otan.us> 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
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> To unsubscribe or change your subscription settings, please go to  
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>
>
>
> -- 
> 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
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> To unsubscribe or change your subscription settings, please go to  
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> 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: <B9D3C83445977944A514A77AF8052B1501DD5E@aotmail.appsontap.ca>
References: <d05.1633d98e.33f414d5@aol.com> <	>
	<fc.004c56fb02ff9eac3b9aca008c48e0af.2ffb831@scoe.net>
	<eb1ceeaf0708251305n31e5fea0hee6ab7ea6c69fae7@mail.gmail.com>
	<fc.004c56fb030014963b9aca008c48e0af.3001529@scoe.net>
	<B9D3C83445977944A514A77AF8052B1501DD5E@aotmail.appsontap.ca>
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 <technology at nifl.gov>  
> 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 <jfleischman at scoe.net  
> <mailto: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
> jfleischman at scoe.net <mailto:jfleischman at scoe.net>
>
> Jerome Johnston
>  jerej at umich.edu <mailto:jerej at umich.edu>
>
>
> The Technology and Literacy Discussion List < technology at nifl.gov  
> <mailto: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 <technology at nifl.gov  
> <mailto: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 "  jon.smith at yahoo.com <mailto: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 <technology at nifl.gov  
> <mailto: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
>
>
> <winmail.dat>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> 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 <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 <outbind://69/www.paacesite.org> 

 

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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 <http://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

 

 

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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: <d05.1633d98e.33f414d5@aol.com> <	>
	<fc.004c56fb02ff9eac3b9aca008c48e0af.2ffb831@scoe.net>
	<eb1ceeaf0708251305n31e5fea0hee6ab7ea6c69fae7@mail.gmail.com>
	<fc.004c56fb030014963b9aca008c48e0af.3001529@scoe.net>
	<B9D3C83445977944A514A77AF8052B1501DD5E@aotmail.appsontap.ca>
	<32B9D052-A62F-42EE-B963-C609EF6F7E6B@comcast.net>
Message-ID: <B9D3C83445977944A514A77AF8052B1501DD6C@aotmail.appsontap.ca>

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 <technology at nifl.gov> 
> 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 <jfleischman at scoe.net 
> <mailto: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
> jfleischman at scoe.net <mailto:jfleischman at scoe.net>
>
> Jerome Johnston
>  jerej at umich.edu <mailto:jerej at umich.edu>
>
>
> The Technology and Literacy Discussion List < technology at nifl.gov 
> <mailto: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 <technology at nifl.gov 
> <mailto: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 "  jon.smith at yahoo.com <mailto: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 <technology at nifl.gov 
> <mailto: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
>
>
> <winmail.dat>
> ----------------------------------------------------
> National Institute for Literacy
> Technology and Literacy mailing list
> 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

----------------------------------------------------
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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 <gradplan1 at gmail.com> 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 <mthacher at otan.us> 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 <mthacher at otan.us> 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
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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
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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 <gradplan1 at gmail.com> 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 <mthacher at otan.us> 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 <http://www.otan.us/> 
			
			The Technology and Literacy Discussion List <
technology at nifl.gov <mailto: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 <mthacher at otan.us> 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 <mailto: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>  [
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-l
i>  
			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>  [
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
			Technology at nifl.gov <mailto: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
barry.burkett at franklin.kyschools.us
<mailto:barry.burkett at franklin.kyschools.us>  
			
			
	
----------------------------------------------------
			National Institute for Literacy
			Technology and Literacy mailing list
			Technology at nifl.gov <mailto: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 mthacher at otan.us
<mailto: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

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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><fc.004c56fb02ffc4483b9aca00f4bc6554.2ffc582@scoe.net>
	<7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com>
Message-ID: <AAF90662932CCE4A98A14B3EE86E1E440182B981@SYNERGY1.matrix.txstate.edu>

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 <mthacher at otan.us> 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
<mailto: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 <mthacher at otan.us> 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
<mailto: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>
[ 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-l
i>  
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>
[ 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

Technology at nifl.gov <mailto: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 barry.burkett at franklin.kyschools.us
<mailto:barry.burkett at franklin.kyschools.us>  

----------------------------------------------------

National Institute for Literacy

Technology and Literacy mailing list

Technology at nifl.gov <mailto: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 mthacher at otan.us <mailto: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 

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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).

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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: <A6BBE9DB-F2FC-4090-AB53-93C5C952F86F@caalusa.org>

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" <barry.bakin at lausd.net> 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 <gradplan1 at gmail.com> 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 <mthacher at otan.us> 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 <mthacher at otan.us> 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
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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: <fc.004c56fb03031c06004c56fb03031c06.3031d26@scoe.net>

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

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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

	

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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: <fc.004c56fb03031c06004c56fb03031c06.3031d26@scoe.net>
References: <fc.004c56fb03031c06004c56fb03031c06.3031d26@scoe.net>
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" <mthacher at otan.us> 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

 

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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: <fc.004c56fb03031c06004c56fb03031c06.3031d26@scoe.net> <,>
	<46DFED91.6999.0014.0@gov.ns.ca>
Message-ID: <fc.004c56fb0303bc05004c56fb03031c06.303bc2e@scoe.net>

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 <technology at nifl.gov> 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

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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: <c6f.18af3bc0.341226a5@aol.com>

 
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
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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: <fc.004c56fb03031c06004c56fb03031c06.3031d26@scoe.net> <,>
	<46DFED91.6999.0014.0@gov.ns.ca>
Message-ID: <fc.004c56fb030410cf004c56fb03031c06.30411fe@scoe.net>

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 <technology at nifl.gov> 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" <mthacher at otan.us> 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

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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" <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

       
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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" <barry.bakin at lausd.net>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
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 
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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

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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: <C30DAA28.10757%mdyer@webster.edu>

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 <mdyer at webster.edu> or to
<CMitchell at ymcastlouis.org>
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

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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" <mthacher at otan.us>
Subject: [Technology 1267] Tech Integration Self-Assessment -
	available to	all countries
To: "The Technology and Literacy Discussion List"
	<technology at nifl.gov>
Cc: technology at nifl.gov
Message-ID: <fc.004c56fb030410cf004c56fb03031c06.30411fe at scoe.net>
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 <technology at nifl.gov> 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" <mthacher at otan.us> 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

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------------------------------

----------------------------------------------------
National Institute for Literacy
Technology and 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: <C30DAA28.10757%mdyer@webster.edu>
References: <C30DAA28.10757%mdyer@webster.edu>
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 <mdyer at webster.edu> or to  
> <CMitchell at ymcastlouis.org>
> 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 <mdyer at webster.edu> 
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 <mdyer at webster.edu> or to <CMitchell at ymcastlouis.org>
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
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Subject: [Technology 1271]  Engaging software for adult learners
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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: <C30DAA28.10757%mdyer@webster.edu>
References: <C30DAA28.10757%mdyer@webster.edu>
Message-ID: <OF05FF10CE.AD34217D-ON07257354.007A629E-07257354.007A62A0@yc.edu>

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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: <OF05FF10CE.AD34217D-ON07257354.007A629E-07257354.007A62A0@yc.edu>
Message-ID: <OFFA93C10B.7A844B4B-ON85257355.0064DCE8-85257355.00659CAF@vcu.edu>

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 <technology at nifl.gov>

To
The Technology and Literacy Discussion List <technology at nifl.gov>
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 <technology at nifl.gov>
From: Maggie Dyer <mdyer at webster.edu>
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 <mdyer at webster.edu> or to 
<CMitchell at ymcastlouis.org> 
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
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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: <OF05FF10CE.AD34217D-ON07257354.007A629E-07257354.007A62A0@yc.edu>
References: <C30DAA28.10757%mdyer@webster.edu>
	<OF05FF10CE.AD34217D-ON07257354.007A629E-07257354.007A62A0@yc.edu>
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

>>> <Tina_Luffman at yc.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 <technology at nifl.gov>
From: Maggie Dyer <mdyer at webster.edu>
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 <mdyer at webster.edu> or to
<CMitchell at ymcastlouis.org> 
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 <djrosen at comcast.net> 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: <fc.004c56fb0306c50d3b9aca00c913deeb.306c56a@scoe.net>

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 <technology at nifl.gov> 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 <djrosen at comcast.net> 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

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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: <c91.1614a4ae.341f12fe@aol.com>

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
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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: <fc.004c56fb0306c50d3b9aca00c913deeb.306c56a@scoe.net>
References: <1189631016.e6f5124ccuby1@student.gsu.edu> <,
	>	<2226FB4B-1D8E-4052-9228-1B2A8D2CC12E@comcast.net> <,
	>	<46EA5B57.6999.0014.0@gov.ns.ca>
	<fc.004c56fb0306c50d3b9aca00c913deeb.306c56a@scoe.net>
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 <technology at nifl.gov> 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 <djrosen at comcast.net> 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 <mthacher at otan.us>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
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 <technology at nifl.gov> 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 <djrosen at comcast.net> 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
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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: <AAF90662932CCE4A98A14B3EE86E1E440182B981@SYNERGY1.matrix.txstate.edu>
References: <738623.55134.qm@web83302.mail.sp1.yahoo.com><fc.004c56fb02ffc4483b9aca00f4bc6554.2ffc582@scoe.net>	<7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com>
	<AAF90662932CCE4A98A14B3EE86E1E440182B981@SYNERGY1.matrix.txstate.edu>
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 <dg21 at txstate.edu>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
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 <mthacher at otan.us> 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 <mthacher at otan.us> 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 
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Email delivered to jennfwms at aol.com

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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.

 <http://www.nelrc.org/changeagent> 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  <http://www.nelrc.org/changeagent>
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

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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.

 <http://www.nelrc.org/changeagent> 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  <http://www.nelrc.org/changeagent>
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 --------------
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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>
	<fc.004c56fb02ffc4483b9aca00f4bc6554.2ffc582@scoe.net>
	<7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com>
	<AAF90662932CCE4A98A14B3EE86E1E440182B981@SYNERGY1.matrix.txstate.edu>
	<8C9C6C5346DFB22-DDC-6103@webmail-md20.sysops.aol.com>
Message-ID: <f69fa0d511cc.46ee39b5@4j.lane.edu>

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 <dg21 at txstate.edu>
> To: The Technology and Literacy Discussion List <technology at nifl.gov>
> 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 <mthacher at otan.us> 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 <mthacher at otan.us> 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>
	<fc.004c56fb0306c50d3b9aca00c913deeb.306c56a@scoe.net><fc.004c56fb0306c50d3b9aca00c913deeb.306c56a@scoe.net>
	<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 

>>> <jennfwms at aol.com> 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 <technology at nifl.gov> 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 <djrosen at comcast.net> 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 <mthacher at otan.us>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
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 <technology at nifl.gov> 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 <djrosen at comcast.net> 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><fc.004c56fb02ffc4483b9aca00f4bc6554.2ffc582@scoe.net>	<7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com>
	<AAF90662932CCE4A98A14B3EE86E1E440182B981@SYNERGY1.matrix.txstate.edu>
	<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 <dg21 at txstate.edu>
> To: The Technology and Literacy Discussion List <technology at nifl.gov>
> 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 <mthacher at otan.us> 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 <mthacher at otan.us> 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>
	<fc.004c56fb0306c50d3b9aca00c913deeb.306c56a@scoe.net><fc.004c56fb0306c50d3b9aca00c913deeb.306c56a@scoe.net>
	<8C9C6C3A0D7076E-DDC-60C2@webmail-md20.sysops.aol.com>
	<46EE838D.6999.0014.0@gov.ns.ca>
Message-ID: <FB7339F8-859C-4021-B6AD-DF85AAA5C95E@comcast.net>

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

>
>>>> <jennfwms at aol.com> 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 <technology at nifl.gov>  
> 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)

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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: <FB7339F8-859C-4021-B6AD-DF85AAA5C95E@comcast.net>
References: <1189631016.e6f5124ccuby1@student.gsu.edu>
	<2226FB4B-1D8E-4052-9228-1B2A8D2CC12E@comcast.net>
	<46EA5B57.6999.0014.0@gov.ns.ca>
	<fc.004c56fb0306c50d3b9aca00c913deeb.306c56a@scoe.net>
	<fc.004c56fb0306c50d3b9aca00c913deeb.306c56a@scoe.net>
	<8C9C6C3A0D7076E-DDC-60C2@webmail-md20.sysops.aol.com>
	<46EE838D.6999.0014.0@gov.ns.ca>
	<FB7339F8-859C-4021-B6AD-DF85AAA5C95E@comcast.net>
Message-ID: <F8D4B5D8-AD95-4077-B899-19F53CE70170@misericordia.edu>

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
>
>
>>
>>>>> <jennfwms at aol.com> 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 <technology at nifl.gov>  
>> 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

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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: <C30DAA28.10757%mdyer@webster.edu>
	<OF05FF10CE.AD34217D-ON07257354.007A629E-07257354.007A62A0@yc.edu>
	<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

>>> <Tina_Luffman at yc.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 <technology at nifl.gov>
From: Maggie Dyer <mdyer at webster.edu>
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 <mdyer at webster.edu> or to
<CMitchell at ymcastlouis.org> 
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: <C30DAA28.10757%mdyer@webster.edu>	<OF05FF10CE.AD34217D-ON07257354.007A629E-07257354.007A62A0@yc.edu>	<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 <SUJones at parkland.edu>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
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

>> <Tina_Luffman at yc.edu> 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 <technology at nifl.gov>
rom: Maggie Dyer <mdyer at webster.edu>
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 <mdyer at webster.edu> 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
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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

 

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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: <f69fa0d511cc.46ee39b5@4j.lane.edu>
References: <738623.55134.qm@web83302.mail.sp1.yahoo.com>	<fc.004c56fb02ffc4483b9aca00f4bc6554.2ffc582@scoe.net>	<7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com>	<AAF90662932CCE4A98A14B3EE86E1E440182B981@SYNERGY1.matrix.txstate.edu>	<8C9C6C5346DFB22-DDC-6103@webmail-md20.sysops.aol.com>
	<f69fa0d511cc.46ee39b5@4j.lane.edu>
Message-ID: <8C9CC3BFBAE9E5B-AEC-2E16@FWM-D08.sysops.aol.com>

Thanks so much I really appreciate it.

Jennifer

-----Original Message-----
From: Marilyn Williams <williams_ma at 4j.lane.edu>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
Cc: Jonathon Richter <jrichter at uoregon.edu>
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 <dg21 at txstate.edu>
> To: The Technology and Literacy Discussion List <technology at nifl.gov>
> 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 <mthacher at otan.us> 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 <mthacher at otan.us> 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 
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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><fc.004c56fb02ffc4483b9aca00f4bc6554.2ffc582@scoe.net>	<7662c60b0708271359q7302057bt6c81695fee8c878d@mail.gmail.com>	<AAF90662932CCE4A98A14B3EE86E1E440182B981@SYNERGY1.matrix.txstate.edu>	<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 <djrosen at comcast.net>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
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 <dg21 at txstate.edu>
> To: The Technology and Literacy Discussion List <technology at nifl.gov>
> 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 <mthacher at otan.us> 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 <mthacher at otan.us> 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
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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: <s6f7a94a.085@greatowl.kennesaw.edu>

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 

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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
&lt;http://www.nifl.gov/&gt;

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 <MariannF at lacnyc.org>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
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
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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

 

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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

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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: <fc.004c56fb030c29c7004c56fb030c29c7.30c3b33@scoe.net>

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

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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: <fc.004c56fb030c3b57004c56fb030c3b57.30c3c9f@scoe.net>

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

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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: <B2B383CF-503D-4522-AAB2-C73C60E694EC@caalusa.org>

Begin forwarded message:

> From: Gail Spangenberg <gspangenberg at caalusa.org>
> Date: October 1, 2007 9:21:51 AM EDT
> To: National Literacy Advocacy List sponsored by AAACE <aaace- 
> nla at lists.literacytent.org>, library-lit at ala.org,  
> assessment at nifl.gov, The Adult English Language Learners Discussion  
> List <englishlanguage at nifl.gov>, 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

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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
<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)

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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: <fc.004c56fb030c3ca2004c56fb030c3ca2.30c4074@scoe.net>

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

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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: <fc.004c56fb030c29c7004c56fb030c29c7.30c3b33@scoe.net>
References: <fc.004c56fb030c29c7004c56fb030c29c7.30c3b33@scoe.net>
Message-ID: <e9d3a7190710011502k7226def7s761f1c0e07352a82@mail.gmail.com>

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 <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
> 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
>
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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: <e9d3a7190710011502k7226def7s761f1c0e07352a82@mail.gmail.com>
References: <fc.004c56fb030c29c7004c56fb030c29c7.30c3b33@scoe.net>
	<e9d3a7190710011502k7226def7s761f1c0e07352a82@mail.gmail.com>
Message-ID: <fc.004c56fb030c6bb6004c56fb030c29c7.30c6c13@scoe.net>

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 <technology at nifl.gov> 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

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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

 

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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 <MariannF at lacnyc.org> 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
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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

 

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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: <fc.004c56fb030c92aa3b9aca0064e09708.30c92e9@scoe.net>

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 <technology at nifl.gov> 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 <MariannF at lacnyc.org> 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

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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: <fc.004c56fb030c93883b9aca00d7b89c50.30c9512@scoe.net>

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 <technology at nifl.gov> 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

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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: <fc.004c56fb030cf0c9004c56fb030cf0c9.30cf351@scoe.net>

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

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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: <fc.004c56fb030cf0c9004c56fb030cf0c9.30cf351@scoe.net>
References: <fc.004c56fb030cf0c9004c56fb030cf0c9.30cf351@scoe.net>
Message-ID: <E7F9E6C4-DFDF-4BFC-9BDF-107839B98CDB@comcast.net>

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 ( <http://www.nelrc.org/changeagent>
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

 

 

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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: <E7F9E6C4-DFDF-4BFC-9BDF-107839B98CDB@comcast.net>
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: <fc.004c56fb030d2fe6004c56fb030d2fe6.30d36fd@scoe.net>

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

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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: <fc.004c56fb030d36ff004c56fb030d36ff.30d4473@scoe.net>

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

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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: <fc.004c56fb030d36ff004c56fb030d36ff.30d4473@scoe.net>
References: <fc.004c56fb030d36ff004c56fb030d36ff.30d4473@scoe.net>
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

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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: <OFB0F98D33.E8A47935-ON0725736A.00055013-0725736A.00055015@yc.edu>

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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

 

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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: <OFB0F98D33.E8A47935-ON0725736A.00055013-0725736A.00055015@yc.edu>
References: <OFB0F98D33.E8A47935-ON0725736A.00055013-0725736A.00055015@yc.edu>
Message-ID: <fc.004c56fb030da7a93b9aca00f54bfa9d.30dabb9@scoe.net>

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 <technology at nifl.gov> 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" <technology at nifl.gov>
>From: "Mariann Fedele" <MariannF at lacnyc.org>
>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

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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: <fc.004c56fb030d36ff004c56fb030d36ff.30d4473@scoe.net>
References: <fc.004c56fb030d36ff004c56fb030d36ff.30d4473@scoe.net>
Message-ID: <fc.004c56fb030ddc08004c56fb030d36ff.30ddceb@scoe.net>

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 <technology at nifl.gov> 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

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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
<http://www.gcflearnfree.org/everydaylife/>  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
<http://www.gcflearnfree.org/computer/>  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!

 

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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

 

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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: <E7F9E6C4-DFDF-4BFC-9BDF-107839B98CDB@comcast.net>
	<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: <fc.004c56fb030d36ff004c56fb030d36ff.30d4473@scoe.net>
References: <fc.004c56fb030d36ff004c56fb030d36ff.30d4473@scoe.net>
Message-ID: <ad2cc1ef0710050850u38b21634t6bffccb5f24ba3f6@mail.gmail.com>

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 <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)
>
> - *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
>
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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: <fc.004c56fb030d2fe6004c56fb030d2fe6.30d36fd@scoe.net>
References: <fc.004c56fb030d2fe6004c56fb030d2fe6.30d36fd@scoe.net>
Message-ID: <ad2cc1ef0710050859k1a1e4398p63fd793bb16c652f@mail.gmail.com>

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 <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
> 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
>
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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: <fc.004c56fb030e03443b9aca00269b5a37.30e03b6@scoe.net>

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 <technology at nifl.gov> 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

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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: <ad2cc1ef0710050850u38b21634t6bffccb5f24ba3f6@mail.gmail.com>
References: <fc.004c56fb030d36ff004c56fb030d36ff.30d4473@scoe.net>
	<ad2cc1ef0710050850u38b21634t6bffccb5f24ba3f6@mail.gmail.com>
Message-ID: <fc.004c56fb030e046d004c56fb030d36ff.30e0592@scoe.net>

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 <technology at nifl.gov> 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

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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: <ad2cc1ef0710050859k1a1e4398p63fd793bb16c652f@mail.gmail.com>
References: <fc.004c56fb030d2fe6004c56fb030d2fe6.30d36fd@scoe.net>
	<ad2cc1ef0710050859k1a1e4398p63fd793bb16c652f@mail.gmail.com>
Message-ID: <fc.004c56fb030e05b5004c56fb030d2fe6.30e0692@scoe.net>

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 <technology at nifl.gov> 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

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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: <fc.004c56fb030e03443b9aca00269b5a37.30e03b6@scoe.net>
References: <002b01c80757$68feb010$3afc1030$@org>
	<fc.004c56fb030e03443b9aca00269b5a37.30e03b6@scoe.net>
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 <technology at nifl.gov> 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

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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$20ac1bac@multivac>
References: <E7F9E6C4-DFDF-4BFC-9BDF-107839B98CDB@comcast.net> <,	>
	<6E8BC13A30982C44BCD32B38FB8F5AB852AC54@lac-exch.lacnyc.local> <,>
	<36e201c8075f$c050afa0$20ac1bac@multivac>
Message-ID: <fc.004c56fb030e07583b9aca007c6c4668.30e1809@scoe.net>

Wow, Tim, can I publish this? :)
Thanks for sharing your experience and reaction. My comments are below.

The Technology and Literacy Discussion List <technology at nifl.gov> 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
> 

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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

 

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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: <fc.004c56fb030e21363b9aca008e937cf4.30e2342@scoe.net>

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 <technology at nifl.gov> 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

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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: <a305dbd10710061042t7fb56a4fqedba3f27d57a4549@mail.gmail.com>

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
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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: <d03.1cc53945.343ae88b@aol.com>

 
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
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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: <ad2cc1ef0710050859k1a1e4398p63fd793bb16c652f@mail.gmail.com>
Message-ID: <C32FB379.1B41A%shannony@umich.edu>

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

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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: <a305dbd10710061042t7fb56a4fqedba3f27d57a4549@mail.gmail.com>
References: <a305dbd10710061042t7fb56a4fqedba3f27d57a4549@mail.gmail.com>
Message-ID: <fc.004c56fb030e89303b9aca008c86289c.30e8bba@scoe.net>

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 <technology at nifl.gov> 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

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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: <fc.004c56fb030e89303b9aca008c86289c.30e8bba@scoe.net>
References: <a305dbd10710061042t7fb56a4fqedba3f27d57a4549@mail.gmail.com>
	<fc.004c56fb030e89303b9aca008c86289c.30e8bba@scoe.net>
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 <mthacher at otan.us> 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 <technology at nifl.gov> 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/.
>
> 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 <http://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 ~
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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: <fc.004c56fb030c3b57004c56fb030c3b57.30c3c9f@scoe.net>
References: <fc.004c56fb030c3b57004c56fb030c3b57.30c3c9f@scoe.net>
Message-ID: <8C9D8E4C62EB5BD-924-7D2B@webmail-mf07.sysops.aol.com>

Thanks

Jennifer Williams

-----Original Message-----
From: Marian Thacher <mthacher at otan.us>
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

________________________________________________________________________
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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 <kelly at gcflearnfree.org>
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
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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: <a305dbd10710061042t7fb56a4fqedba3f27d57a4549@mail.gmail.com>
References: <a305dbd10710061042t7fb56a4fqedba3f27d57a4549@mail.gmail.com>
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 <holly at dilatush.com>
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
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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: <d03.1cc53945.343ae88b@aol.com>
References: <d03.1cc53945.343ae88b@aol.com>
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
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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: <fc.004c56fb030c29c7004c56fb030c29c7.30c3b33@scoe.net>
References: <fc.004c56fb030c29c7004c56fb030c29c7.30c3b33@scoe.net>
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 <mthacher at otan.us>
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
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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: <fc.004c56fb030f691b004c56fb030f691b.30f6d5a@scoe.net>

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

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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: <C333DD09.FED3%akira.kamiya@umb.edu>

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" <mthomsen at lagcc.cuny.edu> 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: <BAY142-W90C34B46F190437805B3C80A10@phx.gbl>

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
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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: <BB3DC0FF-2E23-4A51-B39D-ED1A6A1D6FBB@comcast.net>

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

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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: <BB3DC0FF-2E23-4A51-B39D-ED1A6A1D6FBB@comcast.net>
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" <djrosen at comcast.net> 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
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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: <BB3DC0FF-2E23-4A51-B39D-ED1A6A1D6FBB@comcast.net>
References: <BB3DC0FF-2E23-4A51-B39D-ED1A6A1D6FBB@comcast.net>
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"

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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: <BB3DC0FF-2E23-4A51-B39D-ED1A6A1D6FBB@comcast.net>
	<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" <djrosen at comcast.net> 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"

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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
<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.

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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

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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" <george.demetrion at lvgh.org>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <george.demetrion at lvgh.org>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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

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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 <mjackson23 at student.gsu.edu> 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

 __________________________________________________
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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" <livelyj at cochise.edu>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <george.demetrion at lvgh.org>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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

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----------------------------------------------------
National Institute for Literacy
Technology and Literacy mailing list
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
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Mary

From mjackson23 at student.gsu.edu  Sat Oct 27 13:05:20 2007
From: mjackson23 at student.gsu.edu (Mary Alice Jackson)
Date: Sat, 27 Oct 2007 13:05:20 -0400
Subject: [Technology 1364] Re: Role reversals 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 <strpat at yahoo.com>
To: The Technology and Literacy Discussion List <technology at nifl.gov>
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 <mjackson23 at student.gsu.edu> 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: <ED9128BA-5F0D-4A1C-A639-E5726A85F71A@comcast.net>

...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: <OF78B09109.2251D719-ON85257383.006A0A64-85257383.006A0A6D@lawrence.k12.ma.us>

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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: <c9d.1d897506.3457f4ae@aol.com>

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
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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: <OF78B09109.2251D719-ON85257383.006A0A64-85257383.006A0A6D@
	lawrence.k12.ma.us>
References: <OF78B09109.2251D719-ON85257383.006A0A64-85257383.006A0A6D@lawrence.k12.ma.us>
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/ 

------------------------------------------------------------------------
----------------

 

 

 

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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 <http://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
<http://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
<BLOCKED::http://www.cfy.org/>  

  

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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" <cdubois1 at student.gsu.edu> 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

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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" <mhefner at cccti.edu>
To: <technology at nifl.gov>
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: <d23.109c1142.346cf49f@aol.com>

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
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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: <d23.109c1142.346cf49f@aol.com>
References: <d23.109c1142.346cf49f@aol.com>
Message-ID: <OF16C3F1C3.D01E9FFE-ON07257394.005D4907-07257394.005D4908@yc.edu>

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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: <d3c.18a723f3.346e70f1@aol.com>

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
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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: <BB3DC0FF-2E23-4A51-B39D-ED1A6A1D6FBB@comcast.net>
References: <BB3DC0FF-2E23-4A51-B39D-ED1A6A1D6FBB@comcast.net>
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

 

 

 

 

 

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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: <BB3DC0FF-2E23-4A51-B39D-ED1A6A1D6FBB@comcast.net>
	<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: <BB3DC0FF-2E23-4A51-B39D-ED1A6A1D6FBB@comcast.net>
	<44315131-24B1-4388-B458-22A017F5BF3A@comcast.net>
Message-ID: <D6C3CCA1-1AAC-4567-BE57-D9D6271C31E0@comcast.net>

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: <BB3DC0FF-2E23-4A51-B39D-ED1A6A1D6FBB@comcast.net>
	<000001c8289f$288ab830$0600a8c0@Kuulei1>
	<8FD191CE-52A1-4163-8D3A-8C134F192E6D@comcast.net>
Message-ID: <E94BB952-3BA8-415D-A9D4-DFC4BC79ABCF@comcast.net>

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: <mailman.9.1195318802.20192.technology@nifl.gov>
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" <kuulei.reeser at mauihui.org>
> Subject: [Technology 1379] Re: Send your students a
> phone message,
> 	yourself a reminder, or....
> To: "'The Technology and Literacy Discussion List'"
> 	<technology at nifl.gov>
> 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" <kuulei.reeser at mauihui.org>
> Subject: [Technology 1379] Re: Send your students a
> phone message,
>       yourself a reminder, or....
> To: "'The Technology and Literacy Discussion List'"
>       <technology at nifl.gov>
> 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

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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 <lgarapaty at yahoo.com>
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" <kuulei.reeser at mauihui.org>
> Subject: [Technology 1379] Re: Send your students a
> phone message,
> 	yourself a reminder, or....
> To: "'The Technology and Literacy Discussion List'"
> 	<technology at nifl.gov>
> 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
> *****************************************
> 

      ____________________________________________________________________________________
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Text or chat with friends inside Yahoo! Mail. See how.  http://overview.mail.yahoo.com/
----------------------------------------------------
National Institute for Literacy
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Technology at nifl.gov
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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 <lgarapaty at yahoo.com>
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" <kuulei.reeser at mauihui.org>
> Subject: [Technology 1379] Re: Send your students a
> phone message,
> 	yourself a reminder, or....
> To: "'The Technology and Literacy Discussion List'"
> 	<technology at nifl.gov>
> 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" <sgwynne at sdccd.edu>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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" <kuulei.reeser at mauihui.org>
> Subject: [Technology 1379] Re: Send your students a
> phone message,
>       yourself a reminder, or....
> To: "'The Technology and Literacy Discussion List'"
>       <technology at nifl.gov>
> 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 --------------
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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: <mailman.9.1195664403.14938.technology@nifl.gov>
References: <mailman.9.1195664403.14938.technology@nifl.gov>
Message-ID: <BAY105-W35FE5C5053ADB5610CAADDF2790@phx.gbl>

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" <fgibson4 at student.gsu.edu>> 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 <lgarapaty at yahoo.com>> 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" <kuulei.reeser at mauihui.org>> > Subject: [Technology 1379] Re: Send your students a> > phone message,> > yourself a reminder, or....> > To: "'The Technology and Literacy Discussion List'"> > <technology at nifl.gov>> > 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" <MariannF at lacnyc.org>> Subject: [Technology 1385] Re: Send your students a phone message,> yourself a reminder, or....> To: "The Technology and Literacy Discussion List"> <technology at nifl.gov>> 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 <lgarapaty at yahoo.com>> 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" <kuulei.reeser at mauihui.org>> > Subject: [Technology 1379] Re: Send your students a> > phone message,> > yourself a reminder, or....> > To: "'The Technology and Literacy Discussion List'"> > <technology at nifl.gov>> > 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" <fgibson4 at student.gsu.edu>> 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" <sgwynne at sdccd.edu>> To: "The Technology and Literacy Discussion List" <technology at nifl.gov>> 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" <kuulei.reeser at mauihui.org>> > Subject: [Technology 1379] Re: Send your students a> > phone message,> > yourself a reminder, or....> > To: "'The Technology and Literacy Discussion List'"> > <technology at nifl.gov>> > 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/
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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: <d67d62120711221245k18a9fa60t851fd8d8c91c491f@mail.gmail.com>

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 <mjackson23 at student.gsu.edu> 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
>
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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: <d67d62120711221246x7232d8ffm14e45a0c373001fe@mail.gmail.com>

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 <mjackson23 at student.gsu.edu> 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
>
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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: <d67d62120711221301l1a32bbb8tb820fa9446c61fbe@mail.gmail.com>

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 <djrosen at comcast.net> 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
>
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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: <mailman.3.1195837202.10579.technology@nifl.gov>
References: <mailman.3.1195837202.10579.technology@nifl.gov>
Message-ID: <BAY105-W39098070827B06416B1521F27B0@phx.gbl>

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" <bragge324 at gmail.com>> Subject: [Technology 1389] Re: IBM Introduces Video Game to Help> University Students Develop Business Skills> To: "The Technology and Literacy Discussion List"> <technology at nifl.gov>> Message-ID:> <d67d62120711221245k18a9fa60t851fd8d8c91c491f at mail.gmail.com>> 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 <mjackson23 at student.gsu.edu> 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" <bragge324 at gmail.com>> Subject: [Technology 1390] Re: IBM Introduces Video Game to Help> University Students Develop Business Skills> To: "The Technology and Literacy Discussion List"> <technology at nifl.gov>> Message-ID:> <d67d62120711221246x7232d8ffm14e45a0c373001fe at mail.gmail.com>> 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 <mjackson23 at student.gsu.edu> 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" <bragge324 at gmail.com>> Subject: [Technology 1391] Re: New technology skills for living in a> democracy> To: "The Technology and Literacy Discussion List"> <technology at nifl.gov>> Message-ID:> <d67d62120711221301l1a32bbb8tb820fa9446c61fbe at mail.gmail.com>> 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 <djrosen at comcast.net> 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> ******************************************
_________________________________________________________________
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http://get.live.cn
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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" <bragge324 at gmail.com>
> 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

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Subject: [Technology 1391] Re: New technology skills for living in a democracy
Date: Fri, 23 Nov 2007 02:15:41 +0000
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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: <BAY105-W35FE5C5053ADB5610CAADDF2790@phx.gbl>
References: <mailman.9.1195664403.14938.technology@nifl.gov>
	<BAY105-W35FE5C5053ADB5610CAADDF2790@phx.gbl>
Message-ID: <DE107AE8-E7FF-4D62-A3CB-729C17D1B5FA@comcast.net>

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" <fgibson4 at student.gsu.edu>
> > 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 <lgarapaty at yahoo.com>
> > 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" <kuulei.reeser at mauihui.org>
> > > Subject: [Technology 1379] Re: Send your students a
> > > phone message,
> > > yourself a reminder, or....
> > > To: "'The Technology and Literacy Discussion List'"
> > > <technology at nifl.gov>
> > > 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" <MariannF at lacnyc.org>
> > Subject: [Technology 1385] Re: Send your students a phone message,
> > yourself a reminder, or....
> > To: "The Technology and Literacy Discussion List"
> > <technology @nifl.gov>
> > 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 <lgarapaty at yahoo.com>
> > 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" <kuulei.reeser at mauihui.org>
> > > Subject: [Technology 1379] Re: Send your students a
> > > phone message,
> > > yourself a reminder, or....
> > > To: "'The Technology and Literacy Discussion List'"
> > > <technology at nifl.gov>
> > > 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" <fgibson4 at student.gsu.edu>
> > 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" <sgwynne at sdccd.edu>
> > To: "The Technology and Literacy Discussion List"  
> <technology at nifl.gov>
> > 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" <kuulei.reeser at mauihui.org>
> > > Subject: [Technology 1379] Re: Send your students a
> > > phone message,
> > > yourself a reminder, or....
> > > To: "'The Technology and Literacy Discussion List'"
> > > <technology at nifl.gov>
> > > 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" <fgibson4 at student.gsu.edu> 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 --------------
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> URL:
>
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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.
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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: <d67d62120711221245k18a9fa60t851fd8d8c91c491f@mail.gmail.com>
References: <1194442084.eb389a4mjackson23@student.gsu.edu>
	<d67d62120711221245k18a9fa60t851fd8d8c91c491f@mail.gmail.com>
Message-ID: <BAY142-W3663109A6BFA395B9686580740@phx.gbl>

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
 
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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" <bragge324 at gmail.com>
> 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 <luoyan629 at hotmail.com>
To: <technology at nifl.gov>
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" <bragge324 at gmail.com>> Subject: [Technology 1389] Re: IBM Introduces Video Game to Help> University Students Develop Business Skills> To: "The Technology and Literacy Discussion List"> <technology at nifl.gov>> Message-ID:> <d67d62120711221245k18a9fa60t851fd8d8c91c491f at mail.gmail.com>> 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 <mjackson23 at student.gsu.edu> 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" <bragge324 at gmail.com>> Subject: [Technology 1390] Re: IBM Introduces Video Game to Help> University Students Develop Business Skills> To: "The Technology and Literacy Discussion List"> <technology at nifl.gov>> Message-ID:> <d67d62120711221246x7232d8ffm14e45a0c373001fe at mail.gmail.com>> 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 <mjackson23 at student.gsu.edu> 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" <bragge324 at gmail.com>> Subject: [Technology 1391] Re: New technology skills for living in a> democr
 acy> To: "The Technology and Literacy Discussion List"> <technology at nifl.gov>> Message-ID:> <d67d62120711221301l1a32bbb8tb820fa9446c61fbe at mail.gmail.com>> 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 <djrosen at comcast.net> 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" <bragge324 at gmail.com>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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 <mjackson23 at student.gsu.edu> 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.
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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

  

 

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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

 

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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" <bragge324 at gmail.com>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
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 <mjackson23 at student.gsu.edu> 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: <c83.1a013cd3.3482c01a@aol.com>

 
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)
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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 <http://www.paacesite.org>
<http://www.paacesite.org/> . 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 
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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://www.utk.edu/>  
 
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 <file:///\\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

 

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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
<http://www.nifl.gov/nifl/webcasts/assesspractice/webcast0928.html>. 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
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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" <djrosen at comcast.net> 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

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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: <c83.1a013cd3.3482c01a@aol.com>
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.
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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.
<http://us.rd.yahoo.com/evt=51438/*http://www.yahoo.com/r/hs>  

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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. 
> <http://us.rd.yahoo.com/evt=51438/*http://www.yahoo.com/r/hs>
>
>------------------------------------------------------------------------
>
>----------------------------------------------------
>National Institute for Literacy
>Technology and Literacy mailing list
>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: <F6B549E0-AB29-4DC0-AB6D-DC8CF12DB556@caalusa.org>

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.

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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
<http://www.nifl.gov/nifl/webcasts/assesspractice/webcast0928.html>. 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
<http://www.worlded.org> 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

 

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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: <c83.1a013cd3.3482c01a@aol.com>
	<285682.37253.qm@web36905.mail.mud.yahoo.com>
Message-ID: <F7F9CDE8B8844345896CE19F89446D6706EEB1@sydney.appsontap.ca>

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.
<http://us.rd.yahoo.com/evt=51438/*http:/www.yahoo.com/r/hs>  

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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

 

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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 <mailto:mariannf at lacnyc.org> 
www.lacnyc.org <http://www.lacnyc.org> 

 

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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: <C3904828.11319%akira.kamiya@umb.edu>

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" <MariannF at lacnyc.org> 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 <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
> Email delivered to akira.kamiya at umb.edu

-- 

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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 <mailto:marilynr at lacnyc.org> 

www.lacnyc.org <http://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 <mailto:mariannf at lacnyc.org> 
www.lacnyc.org <http://www.lacnyc.org> 

 

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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: <C3904828.11319%akira.kamiya@umb.edu>
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" <MariannF at lacnyc.org> 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 <mailto:mariannf at lacnyc.org>
<mailto:mariannf at lacnyc.org>  
www.lacnyc.org <http://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
Email delivered to akira.kamiya at umb.edu

-- 

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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 <mailto:marilynr at lacnyc.org> 

www.lacnyc.org <http://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 <mailto:mariannf at lacnyc.org> 
www.lacnyc.org <http://www.lacnyc.org> 

 

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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 <mailto:marilynr at lacnyc.org> 

www.lacnyc.org <http://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 <mailto:marilynr at lacnyc.org> 

www.lacnyc.org <http://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 <mailto:mariannf at lacnyc.org> 
www.lacnyc.org <http://www.lacnyc.org> 

 

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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: <A4BDAE42-D2E7-45DF-8EC4-E3FC2BC87889@sbcglobal.net>

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

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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 <MariannF at lacnyc.org> 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
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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

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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

 

 

 

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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: <C3904828.11319%akira.kamiya@umb.edu>
	<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" <MariannF at lacnyc.org> 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 <mailto:mariannf at lacnyc.org>
<mailto:mariannf at lacnyc.org>  
www.lacnyc.org <http://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
Email delivered to akira.kamiya at umb.edu

-- 

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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: <OFB7B7C5F7.153902AC-ON072573B8.0058B27D-072573B8.0058B27E@yc.edu>

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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: <OFC6C0169D.5CF63BDF-ON072573B8.0058E54B-072573B8.0058E54D@yc.edu>

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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: <fc.004c56fb03287dae3b9aca0008f00753.3287e3b@scoe.net>

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 <technology at nifl.gov> 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" <MariannF at lacnyc.org> 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

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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: <fc.004c56fb03287e4b3b9aca00cd4dac6f.3287f9b@scoe.net>

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 <technology at nifl.gov> 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

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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: <fc.004c56fb03287dae3b9aca0008f00753.3287e3b@scoe.net>
References: <7D243C93CC45DC47BD40B11C9D073BA90544287D@HOBBES.campus.qcc.edu>
	<fc.004c56fb03287dae3b9aca0008f00753.3287e3b@scoe.net>
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: <cd5.21736949.349e77c3@aol.com>

 
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)
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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: <c8e.1bc50757.349eaaa1@aol.com>

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)
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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: <c25.26316c4b.349ed543@aol.com>

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)
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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: <OFC3A141C3.4FEA4555-ON852573B8.0075429F-852573B8.007542AE@lawrence.k12.ma.us>

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
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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: <cbe.1c18e721.34a0ce07@aol.com>

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)
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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: <d2c.1b203da5.34a2d2a5@aol.com>

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)
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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: <d44.1b6badb4.34a56fc5@aol.com>

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)
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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  
<lballiro at worlded.org> 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

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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

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