From MMaralit at NIFL.gov  Fri Oct 28 14:55:15 2005
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Fri, 28 Oct 2005 14:55:15 -0400
Subject: [Technology] List Information
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932972@wdcrobe2m03.ed.gov>

Dear List Subscribers, 

Welcome to the National Institute for Literacy's new discussion lists. The Institute looks to make the discussion list a more critical element of the work that we do.  In a few weeks, the moderators will be taking on a more proactive role - such as making arrangements for guest participants and facilitating discussion activities around a research question or current issues. It is our intent to improve the lists by doing more to provide opportunities for professional growth, and access to information and resources.

The Institute values the communication that has occurred on the lists in the past.  We hope that this change enhances this service the lists provide, including discussions on all lists in regards to the various topic areas: highlighting new research, resources and current issues.

We will be starting off the initial phase to give subscribers the opportunity to get familiar with Mailman.  We will share the guidelines for the fully moderated list, next week, as well as additional information as to how a fully-moderated list works.  We will keep each list informed as to the scheduled changes to the lists.

Thank you for your assistance in helping us make this transition smooth.

Jo Maralit
National Institute for Literacy
mmaralit at nifl.gov <mailto:mmaralit at nifl.gov> 

From kabeall at comcast.net  Mon Oct 31 15:28:32 2005
From: kabeall at comcast.net (kabeall at comcast.net)
Date: Mon, 31 Oct 2005 20:28:32 +0000
Subject: [Technology] New NCSALL Resources
Message-ID: <103120052028.26455.43667E6F0005224600006757220073544604040E0A0D0E05@comcast.net>

Two new study circle guides and a forum guide are available from NCSALL. To download free copies or to order printed copies of these publications, please visit the NCSALL Web site at http://www.ncsall.net. 

 
Research-based Adult Reading Instruction 
(http://www.ncsall.net/?id=892)

This new professional development guide provides all the steps, materials, and readings for conducting a 10?-hour study circle for adult basic education and literacy practitioners. The study circle covers the latest research on reading instruction.
 

Skills for Health Care Access and Navigation 
(http://www.ncsall.net/?id=891)

The goal of this 15-hour study circle+ is to prepare participants to help their students develop basic skills needed for accessing health-related services and for navigating health care systems.
 

Health Literacy Public Health Forums: Partners for Action
(http://www.ncsall.net/?id=785)

This guide was designed to assist public health professionals and members of departments of health to conduct a forum on health literacy and thereby raise awareness about health literacy and links to health outcomes. The guide includes the materials needed for planning and implementing the forum except for the video/DVD, In Plain Language.
 
 
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From Jennifer.Rafferty at umb.edu  Tue Nov  1 10:43:23 2005
From: Jennifer.Rafferty at umb.edu (Jennifer Rafferty)
Date: Tue, 1 Nov 2005 10:43:23 -0500
Subject: [Technology] Computer Literacy with Distance Learners
Message-ID: <JPEBKBGPHMOCOPFAFGNDMEJPCEAA.Jennifer.Rafferty@umb.edu>

Recently I have been talking to the distance learning instructors in our
state Project about the computer literacy skills that dl learners bring with
them when they enroll in our programs.  There seem to be three categories:
1) those with no computer literacy 2) those with computer literacy 3) and
those that have computer literacy based on recreational use of the computer.
While this third group may bring a certain "comfort level" with them when
they enroll in the program, they don't feel as comfortable or confident
using the computer for GED prep.

Our discussions have focused on this third sub-group as we try to figure out
strategies that will help this group of learners make a transition from a
recreational to a more academic use of the computer.  I have also been
wondering what sort of data, reports, or statistics are available that will
help me understand better the learners that fall into this third category.
What resources can I look at to understand better the age range and
educational level of the sub-group?

_____________________________________________

Jennifer Rafferty
Adult Literacy Resource Institute
Boston SABES
ABE Distance Learning Project Manager
617-287-4081
jennifer.rafferty at umb.edu

____________________________________________

From pshapiro at his.com  Tue Nov  1 10:53:19 2005
From: pshapiro at his.com (Phil Shapiro)
Date: Tue, 1 Nov 2005 10:53:19 -0500 (EST)
Subject: [Technology] [Fwd: [notavideoipod] narrated children's story for
	new ipod]
Message-ID: <64823.69.33.197.13.1130860399.squirrel@mail.his.com>

hi nifl-technology people -

  here's a message i posted this morning to the new notavideoipod email
list that might be of interest.  
http://groups.yahoo.com/group/notavideoipod

   it's possible to subscribe to this list and read all messages in the
list's archive. (thereby keeping the messages out of your inbox.)

    thanks for passing along word about this list to people you know who
might be interested in it.

         - phil shapiro
           washington dc

---------------------------- Original Message ----------------------------
Subject: [notavideoipod] narrated children's story for new ipod
From:    "Phil Shapiro" <pshapiro at his.com>
Date:    Tue, November 1, 2005 8:49 am
To:      notavideoipod at yahoogroups.com
--------------------------------------------------------------------------

hi everyone -

   here's a children's story i wrote and narrated.  the tools i used to
create this were openoffice.org impress (on linux), camtasia studio (on
windows -- to add the narration) and quicktime pro (on my ibook -- to
compress to ipod video format.)

     the duration of the story is 7.5 minutes. the file size is about 7 megs.

        http://www.writersforliteracy.org/sammysautographbook.m4v

        i should have probably used a smaller title (or no title) on each
slide and a larger font.

         i bet before the end of the year we'll see some nice slideshow
creation programs for the new ipod. i love openoffice.org, but it
would be sweet to use a program specifically designed to create
the best possible visual and audio experience on the new ipod.

           - phil

-- 
Phil Shapiro  pshapiro at his.com
http://www.his.com/pshapiro/ (personal)
http://www.digitaldivide.net/blog/pshapiro (blog)
http://www.digitaldivide.net/profile/pshapiro (technology access work)
http://mytvstation.blogspot.com/ (video and rich media)

"Free software -- it's about freedom. How much do you value freedom?"
http://www.openoffice.org
http://www.firefox.com

------------------------ Yahoo! Groups Sponsor --------------------~--> 
Get Bzzzy! (real tools to help you find a job). Welcome to the Sweet Life.
http://us.click.yahoo.com/A77XvD/vlQLAA/TtwFAA/gWFolB/TM
--------------------------------------------------------------------~->

Yahoo! Groups Links

<*> To visit your group on the web, go to:
    http://groups.yahoo.com/group/notavideoipod/

<*> To unsubscribe from this group, send an email to:
    notavideoipod-unsubscribe at yahoogroups.com

<*> Your use of Yahoo! Groups is subject to:
    http://docs.yahoo.com/info/terms/

-- 
Phil Shapiro  pshapiro at his.com
http://www.his.com/pshapiro/ (personal)
http://www.digitaldivide.net/blog/pshapiro (blog)
http://www.digitaldivide.net/profile/pshapiro (technology access work)
http://mytvstation.blogspot.com/ (video and rich media)

"Free software -- it's about freedom. How much do you value freedom?"
http://www.openoffice.org
http://www.firefox.com

From mariannf at lacnyc.org  Tue Nov  1 11:03:09 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Tue, 01 Nov 2005 11:03:09 -0500
Subject: [Technology] Computer Literacy with Distance Learners
In-Reply-To: <JPEBKBGPHMOCOPFAFGNDMEJPCEAA.Jennifer.Rafferty@umb.edu>
Message-ID: <3.0.6.32.20051101110309.00cff168@mail.psnyc.com>

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

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

Regards,
Mariann

At 10:43 AM 11/1/2005 -0500, you wrote:
>
>
>Recently I have been talking to the distance learning instructors in our
>state Project about the computer literacy skills that dl learners bring with
>them when they enroll in our programs.  There seem to be three categories:
>1) those with no computer literacy 2) those with computer literacy 3) and
>those that have computer literacy based on recreational use of the computer.
>While this third group may bring a certain "comfort level" with them when
>they enroll in the program, they don't feel as comfortable or confident
>using the computer for GED prep.
>
>Our discussions have focused on this third sub-group as we try to figure out
>strategies that will help this group of learners make a transition from a
>recreational to a more academic use of the computer.  I have also been
>wondering what sort of data, reports, or statistics are available that will
>help me understand better the learners that fall into this third category.
>What resources can I look at to understand better the age range and
>educational level of the sub-group?
>
>
>
>_____________________________________________
>
>Jennifer Rafferty
>Adult Literacy Resource Institute
>Boston SABES
>ABE Distance Learning Project Manager
>617-287-4081
>jennifer.rafferty at umb.edu
>
>____________________________________________
>
>
>
>----------------------------------------------------
>Technology and Literacy mailing list
>Technology at dev.nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://dev.nifl.gov/mailman/listinfo/technology
>
>

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From mariannf at lacnyc.org  Wed Nov  2 14:53:54 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Wed, 02 Nov 2005 14:53:54 -0500
Subject: [Technology] Online Professional development
In-Reply-To: <3.0.6.32.20051101110309.00cff168@mail.psnyc.com>
References: <JPEBKBGPHMOCOPFAFGNDMEJPCEAA.Jennifer.Rafferty@umb.edu>
Message-ID: <3.0.6.32.20051102145354.00cf9d50@mail.psnyc.com>

Hello all,
Following is information about on-line professional devlopment
opportunities that may be of interest to you.
Regards,
Mariann

~~~~~~~~~~~~~~~~~~~~~~~~

Subject: Online Professional Development

The Center for Literacy Studies at the University of Tennessee, and the Ohio 
Literacy Resource Center at Kent State University are proud to announce the 
opening of registration for our winter distance learning courses. Overviews
of 
each course, as well as the start dates, are outlined below.
 
Each course is a carefully-paced, facilitated training opportunity for adult 
education professionals.  Each one has been piloted, reviewed, and offered 
previously to excellent reviews.
 
More information and registration can be found at:
http://www.aeprofessional.org.
 
__________________________________________________
 
Integration of Technology in the Adult Education Classroom Course begins
January 9, 2006 
Cost - $149/person
Facilitator: Linda Eckert, AE Pro Developer
 
Have you ever tried to blindly put a puzzle together without knowing what the 
final picture will look like? This may be what is happening to you when you 
are trying to integrate computer technology into your classroom. This course 
will provide quick access to educational resources, lesson plans, activities, 
tools for evaluating educational software, information about purchasing 
educational software, and knowledge to help you utilize a variety of software 
applications and web-based activities in the classroom. Online activities, 
discussion boards and assessments will keep you engaged.
__________________________________________________
 
ESOL Basics
January 9, 2006 
Cost - $149/person
Facilitator: Claire Valier, ESOL Coordinator and Certified CASAS Trainer
 
Do you need to know the basics of ESOL instruction? Through this online 
course, you will learn how to identify characteristics of adult ESOL
learners, 
effective methods of teaching languages, the four language skills, and how 
adults learn another language. Online activities, discussion boards and 
assessments will keep you engaged.
___________________________________________________
 
Adult Education Teacher and Student
Course begins January 9, 2006 
Cost - $149/person
Facilitator: Debra L. Hargrove, AE Pro Developer
 
How Do We Teach Adults? Research investigating adults as learners concludes 
that adults learn differently than children. If that premise is true, then
why 
do we so often teach them both in the same way? In truth, many practitioners 
come to adult education with little or no background in "adults as learners." 
Through this online course, you will look at "who is the adult learner" by 
looking at background statistics on "who takes the GED", learning
disabilities 
in adults, and what brain research says about how adult learners learn best. 
Online activities, discussion boards and assessments will keep you engaged.

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From iray at lacnyc.org  Thu Nov  3 12:14:29 2005
From: iray at lacnyc.org (Ira Yankwitt)
Date: Thu, 03 Nov 2005 12:14:29 -0500
Subject: [Technology] Online Professional development
In-Reply-To: <3.0.6.32.20051102145354.00cf9d50@mail.psnyc.com>
References: <3.0.6.32.20051101110309.00cff168@mail.psnyc.com>
	<JPEBKBGPHMOCOPFAFGNDMEJPCEAA.Jennifer.Rafferty@umb.edu>
Message-ID: <3.0.6.32.20051103121429.0086c600@mail.psnyc.com>

Should we be mass emailing this stuff?

At 02:53 PM 11/2/05 -0500, you wrote:
>Hello all,
>Following is information about on-line professional devlopment
>opportunities that may be of interest to you.
>Regards,
>Mariann
>
>~~~~~~~~~~~~~~~~~~~~~~~~
>
>Subject: Online Professional Development
>
>The Center for Literacy Studies at the University of Tennessee, and the Ohio 
>Literacy Resource Center at Kent State University are proud to announce the 
>opening of registration for our winter distance learning courses. Overviews
>of 
>each course, as well as the start dates, are outlined below.
> 
>Each course is a carefully-paced, facilitated training opportunity for adult 
>education professionals.  Each one has been piloted, reviewed, and offered 
>previously to excellent reviews.
> 
>More information and registration can be found at:
>http://www.aeprofessional.org.
> 
>__________________________________________________
> 
>Integration of Technology in the Adult Education Classroom Course begins
>January 9, 2006 
>Cost - $149/person
>Facilitator: Linda Eckert, AE Pro Developer
> 
>Have you ever tried to blindly put a puzzle together without knowing what
the 
>final picture will look like? This may be what is happening to you when you 
>are trying to integrate computer technology into your classroom. This course 
>will provide quick access to educational resources, lesson plans,
activities, 
>tools for evaluating educational software, information about purchasing 
>educational software, and knowledge to help you utilize a variety of
software 
>applications and web-based activities in the classroom. Online activities, 
>discussion boards and assessments will keep you engaged.
>__________________________________________________
> 
>ESOL Basics
>January 9, 2006 
>Cost - $149/person
>Facilitator: Claire Valier, ESOL Coordinator and Certified CASAS Trainer
> 
>Do you need to know the basics of ESOL instruction? Through this online 
>course, you will learn how to identify characteristics of adult ESOL
>learners, 
>effective methods of teaching languages, the four language skills, and how 
>adults learn another language. Online activities, discussion boards and 
>assessments will keep you engaged.
>___________________________________________________
> 
>Adult Education Teacher and Student
>Course begins January 9, 2006 
>Cost - $149/person
>Facilitator: Debra L. Hargrove, AE Pro Developer
> 
>How Do We Teach Adults? Research investigating adults as learners concludes 
>that adults learn differently than children. If that premise is true, then
>why 
>do we so often teach them both in the same way? In truth, many practitioners 
>come to adult education with little or no background in "adults as
learners." 
>Through this online course, you will look at "who is the adult learner" by 
>looking at background statistics on "who takes the GED", learning
>disabilities 
>in adults, and what brain research says about how adult learners learn best. 
>Online activities, discussion boards and assessments will keep you engaged.
>
>
>
>
>
>
>Mariann Fedele
>Coordinator of Professional Development, 
>Literacy Assistance Center
>Moderator,
>NIFL Technology and Literacy Discussion List
>32 Broadway 10th Floor
>New York, New York 10004
>212-803-3325
>mariannf at lacnyc.org
>www.lacnyc.org
>
>
>
>----------------------------------------------------
>Technology and Literacy mailing list
>Technology at dev.nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://dev.nifl.gov/mailman/listinfo/technology
>
>

Ira Yankwitt, Director
Professional Development / 
NYC Regional Adult Education Network 
Literacy Assistance Center
32 Broadway, 10th Floor
NY, NY 10004
(212) 803-3356
iray at lacnyc.org

From mariannf at lacnyc.org  Thu Nov  3 12:19:16 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Thu, 03 Nov 2005 12:19:16 -0500
Subject: [Technology] Online Professional development
In-Reply-To: <3.0.6.32.20051103121429.0086c600@mail.psnyc.com>
References: <3.0.6.32.20051102145354.00cf9d50@mail.psnyc.com>
	<3.0.6.32.20051101110309.00cff168@mail.psnyc.com>
	<JPEBKBGPHMOCOPFAFGNDMEJPCEAA.Jennifer.Rafferty@umb.edu>
Message-ID: <3.0.6.32.20051103121916.00d18140@mail.psnyc.com>

Sure do you want to send it to program managers or shall I.

At 12:14 PM 11/3/2005 -0500, you wrote:
>Should we be mass emailing this stuff?
>
>At 02:53 PM 11/2/05 -0500, you wrote:
>>Hello all,
>>Following is information about on-line professional devlopment
>>opportunities that may be of interest to you.
>>Regards,
>>Mariann
>>
>>~~~~~~~~~~~~~~~~~~~~~~~~
>>
>>Subject: Online Professional Development
>>
>>The Center for Literacy Studies at the University of Tennessee, and the
Ohio 
>>Literacy Resource Center at Kent State University are proud to announce the 
>>opening of registration for our winter distance learning courses. Overviews
>>of 
>>each course, as well as the start dates, are outlined below.
>> 
>>Each course is a carefully-paced, facilitated training opportunity for
adult 
>>education professionals.  Each one has been piloted, reviewed, and offered 
>>previously to excellent reviews.
>> 
>>More information and registration can be found at:
>>http://www.aeprofessional.org.
>> 
>>__________________________________________________
>> 
>>Integration of Technology in the Adult Education Classroom Course begins
>>January 9, 2006 
>>Cost - $149/person
>>Facilitator: Linda Eckert, AE Pro Developer
>> 
>>Have you ever tried to blindly put a puzzle together without knowing what
>the 
>>final picture will look like? This may be what is happening to you when you 
>>are trying to integrate computer technology into your classroom. This
course 
>>will provide quick access to educational resources, lesson plans,
>activities, 
>>tools for evaluating educational software, information about purchasing 
>>educational software, and knowledge to help you utilize a variety of
>software 
>>applications and web-based activities in the classroom. Online activities, 
>>discussion boards and assessments will keep you engaged.
>>__________________________________________________
>> 
>>ESOL Basics
>>January 9, 2006 
>>Cost - $149/person
>>Facilitator: Claire Valier, ESOL Coordinator and Certified CASAS Trainer
>> 
>>Do you need to know the basics of ESOL instruction? Through this online 
>>course, you will learn how to identify characteristics of adult ESOL
>>learners, 
>>effective methods of teaching languages, the four language skills, and how 
>>adults learn another language. Online activities, discussion boards and 
>>assessments will keep you engaged.
>>___________________________________________________
>> 
>>Adult Education Teacher and Student
>>Course begins January 9, 2006 
>>Cost - $149/person
>>Facilitator: Debra L. Hargrove, AE Pro Developer
>> 
>>How Do We Teach Adults? Research investigating adults as learners concludes 
>>that adults learn differently than children. If that premise is true, then
>>why 
>>do we so often teach them both in the same way? In truth, many
practitioners 
>>come to adult education with little or no background in "adults as
>learners." 
>>Through this online course, you will look at "who is the adult learner" by 
>>looking at background statistics on "who takes the GED", learning
>>disabilities 
>>in adults, and what brain research says about how adult learners learn
best. 
>>Online activities, discussion boards and assessments will keep you engaged.
>>
>>
>>
>>
>>
>>
>>Mariann Fedele
>>Coordinator of Professional Development, 
>>Literacy Assistance Center
>>Moderator,
>>NIFL Technology and Literacy Discussion List
>>32 Broadway 10th Floor
>>New York, New York 10004
>>212-803-3325
>>mariannf at lacnyc.org
>>www.lacnyc.org
>>
>>
>>
>>----------------------------------------------------
>>Technology and Literacy mailing list
>>Technology at dev.nifl.gov
>>To unsubscribe or change your subscription settings, please go to 
>>http://dev.nifl.gov/mailman/listinfo/technology
>>
>>
>
>
>Ira Yankwitt, Director
>Professional Development / 
>NYC Regional Adult Education Network 
>Literacy Assistance Center
>32 Broadway, 10th Floor
>NY, NY 10004
>(212) 803-3356
>iray at lacnyc.org
>
>
>----------------------------------------------------
>Technology and Literacy mailing list
>Technology at dev.nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://dev.nifl.gov/mailman/listinfo/technology
>
>

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From mariannf at lacnyc.org  Thu Nov  3 12:23:40 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Thu, 03 Nov 2005 12:23:40 -0500
Subject: [Technology] Online Professional development
Message-ID: <3.0.6.32.20051103122340.00cf46c8@mail.psnyc.com>

Sorry all,
Clearly, mine and Ira's messages were meant to be only sent to each other.
Tech tip of the day: check your "To" line before hitting send.
Regards,
Mariann

>Date: Thu, 03 Nov 2005 12:19:16 -0500
>To: "The Technology &amp;  Literacy Discussion List"
<technology at dev.nifl.gov>
>From: Mariann Fedele <mariannf at lacnyc.org>
>Subject: Re: [Technology] Online Professional development
>In-Reply-To: <3.0.6.32.20051103121429.0086c600 at mail.psnyc.com>
>References: <3.0.6.32.20051102145354.00cf9d50 at mail.psnyc.com>
<3.0.6.32.20051101110309.00cff168 at mail.psnyc.com><JPEBKBGPHMOCOPFAFGNDMEJPCE
AA.Jennifer.Rafferty at umb.edu>
>
>Sure do you want to send it to program managers or shall I.
>
>At 12:14 PM 11/3/2005 -0500, you wrote:
>>Should we be mass emailing this stuff?
>>
>>At 02:53 PM 11/2/05 -0500, you wrote:
>>>Hello all,
>>>Following is information about on-line professional devlopment
>>>opportunities that may be of interest to you.
>>>Regards,
>>>Mariann
>>>
>>>~~~~~~~~~~~~~~~~~~~~~~~~
>>>
>>>Subject: Online Professional Development
>>>
>>>The Center for Literacy Studies at the University of Tennessee, and the
Ohio 
>>>Literacy Resource Center at Kent State University are proud to announce
the 
>>>opening of registration for our winter distance learning courses. Overviews
>>>of 
>>>each course, as well as the start dates, are outlined below.
>>> 
>>>Each course is a carefully-paced, facilitated training opportunity for
adult 
>>>education professionals.  Each one has been piloted, reviewed, and offered 
>>>previously to excellent reviews.
>>> 
>>>More information and registration can be found at:
>>>http://www.aeprofessional.org.
>>> 
>>>__________________________________________________
>>> 
>>>Integration of Technology in the Adult Education Classroom Course begins
>>>January 9, 2006 
>>>Cost - $149/person
>>>Facilitator: Linda Eckert, AE Pro Developer
>>> 
>>>Have you ever tried to blindly put a puzzle together without knowing what
>>the 
>>>final picture will look like? This may be what is happening to you when
you 
>>>are trying to integrate computer technology into your classroom. This
course 
>>>will provide quick access to educational resources, lesson plans,
>>activities, 
>>>tools for evaluating educational software, information about purchasing 
>>>educational software, and knowledge to help you utilize a variety of
>>software 
>>>applications and web-based activities in the classroom. Online activities, 
>>>discussion boards and assessments will keep you engaged.
>>>__________________________________________________
>>> 
>>>ESOL Basics
>>>January 9, 2006 
>>>Cost - $149/person
>>>Facilitator: Claire Valier, ESOL Coordinator and Certified CASAS Trainer
>>> 
>>>Do you need to know the basics of ESOL instruction? Through this online 
>>>course, you will learn how to identify characteristics of adult ESOL
>>>learners, 
>>>effective methods of teaching languages, the four language skills, and how 
>>>adults learn another language. Online activities, discussion boards and 
>>>assessments will keep you engaged.
>>>___________________________________________________
>>> 
>>>Adult Education Teacher and Student
>>>Course begins January 9, 2006 
>>>Cost - $149/person
>>>Facilitator: Debra L. Hargrove, AE Pro Developer
>>> 
>>>How Do We Teach Adults? Research investigating adults as learners
concludes 
>>>that adults learn differently than children. If that premise is true, then
>>>why 
>>>do we so often teach them both in the same way? In truth, many
practitioners 
>>>come to adult education with little or no background in "adults as
>>learners." 
>>>Through this online course, you will look at "who is the adult learner" by 
>>>looking at background statistics on "who takes the GED", learning
>>>disabilities 
>>>in adults, and what brain research says about how adult learners learn
best. 
>>>Online activities, discussion boards and assessments will keep you engaged.
>>>
>>>
>>>
>>>
>>>
>>>
>>>Mariann Fedele
>>>Coordinator of Professional Development, 
>>>Literacy Assistance Center
>>>Moderator,
>>>NIFL Technology and Literacy Discussion List
>>>32 Broadway 10th Floor
>>>New York, New York 10004
>>>212-803-3325
>>>mariannf at lacnyc.org
>>>www.lacnyc.org
>>>
>>>
>>>
>>>----------------------------------------------------
>>>Technology and Literacy mailing list
>>>Technology at dev.nifl.gov
>>>To unsubscribe or change your subscription settings, please go to 
>>>http://dev.nifl.gov/mailman/listinfo/technology
>>>
>>>
>>
>>
>>Ira Yankwitt, Director
>>Professional Development / 
>>NYC Regional Adult Education Network 
>>Literacy Assistance Center
>>32 Broadway, 10th Floor
>>NY, NY 10004
>>(212) 803-3356
>>iray at lacnyc.org
>>
>>
>>----------------------------------------------------
>>Technology and Literacy mailing list
>>Technology at dev.nifl.gov
>>To unsubscribe or change your subscription settings, please go to 
>>http://dev.nifl.gov/mailman/listinfo/technology
>>
>>

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From mariannf at lacnyc.org  Fri Nov  4 09:53:25 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Fri, 04 Nov 2005 09:53:25 -0500
Subject: [Technology] Turning off list mail while "out of office"
In-Reply-To: <3.0.6.32.20051103122340.00cf46c8@mail.psnyc.com>
Message-ID: <3.0.6.32.20051104095325.00d06818@mail.psnyc.com>

Hi all -
Given that NIFL has switched to a new server and software for the lists, NIFL 
has new steps for suspending discussion list email while you are out of the 
office.
Regards,
Mariann

(Thanks Jackie Taylor for formatting these steps)
+++++++++++++
To suspend discussion list mail while you are out of the office:
1. Go to http://dev.nifl.gov/lincs/discussions/discussions.html and click on 
one of the discussion lists to which you are subscribed.
 
2. Scroll to the bottom of the page and enter the email address you used when 
you subscribed to the list, click the "Unsubscribe or edit options" button.
 
3. Enter your password (forgot your password? scroll down and click the 
"Remind" button under the heading "Password Reminder)
 
4. Once you are on your user option page, scroll down to the first grey box 
labeled "Mail delivery" and click the "Disabled" option to the right. If you 
are subscribed to more than one list, clicking the "set globally" box will 
disable all of your subscribed lists mail.
 
5. When you return to the office, you can go back to your options page and 
change the mail delivery setting to "Enabled". Click the "Set globally" box 
again if you are subscribed to more than one list.
+++++++++++++

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From mariannf at lacnyc.org  Fri Nov  4 10:30:46 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Fri, 04 Nov 2005 10:30:46 -0500
Subject: [Technology] Career and Technical Education webcast today
In-Reply-To: <3.0.6.32.20051103122340.00cf46c8@mail.psnyc.com>
Message-ID: <3.0.6.32.20051104103046.00d06818@mail.psnyc.com>

National Dissemination Center for Career and Technical Education
The Ohio State University
Columbus, Ohio 43210-1090

For Immediate Release

Webcast Addresses Strategies for Reinvigorating Career and Technical 
Education in Urban Settings

The National Dissemination Center for Career and Technical Education will 
present a webcast entitled "Reinvigorating Career and Technical Education 
in Urban Settings" on November 4, 2005, 3:00 to 4:30 PM (EST). This 
interactive event, and previous webcasts, can be viewed on any computer 
with Internet access at http://www.nccte.org.

A career focus lies at the core of many high school reform models. This 
webcast presents the findings from a five year longitudinal study that has 
examined reforms organized around career pathways, career academies, and 
half-time "shop"-half-time academic courses. The longitudinal design of the 
study enabled it to track how the reform efforts evolved and the factors 
that influenced their success.

The webcast presents findings on the effects of the reform initiatives. 
Academic performance and rates of continuation to postsecondary education 
of students in the reform schools will be compared to those of students in 
schools not participating in the career-based reforms.

The webcast includes videotape from a visit to Foshay Learning Center, one 
of the schools that participated in the study. Foshay is an inner-city 
school in the Los Angeles Unified School District that serves a low-income 
neighborhood. Its students perform very well on statewide tests, virtually 
all of them graduate, and a high proportion continue on to higher 
education. Administrators, teachers, and students will describe how 
Foshay's curriculum is organized around three career academies and how this 
model contributes to the school's success.

The presenters for this webcast are Marisa Castellano and Samuel 
Stringfield from the University of Louisville, and James R. Stone, III, 
National Research Center for Career and Technical Education, University of 
Minnesota.

Castellano is a visiting associate professor in the College of Education 
and Human Development at the University of Louisville. Her research has 
spanned the entire K14 spectrum, from primary school reading programs to 
community college basic education and occupational training. The 
overarching theme of this broad research agenda is in improving the 
educational opportunities of minority studentsespecially those for whom 
English is a second language.

Castellano is also interested in studying whole-school-reform designs and 
revamped career and technical programs that provide strong academics 
integrated into relevant, real-world learning environments. She is 
currently heading a longitudinal study examining the effects of whole 
school reform on career and technical education at the middle school, high 
school, and community college levels. Castellano has authored numerous 
research articles on K12 school reform, high school career and technical 
education, and community college occupational programs.

Stringfield is a distinguished university scholar and co-director of the 
Nystrand Center of Excellence in Education in the College of Education and 
Human Development at the University of Louisville. He is a founding editor 
of the Journal of Education for Students Placed At Risk (JESPAR) and is 
currently serving as the acting chair of the Educational and Psychological 
Counseling Department. His research focuses on designs for improving 
programs within schools, for improving whole schools, and for improving 
systemic supports for schools serving disadvantaged students.

Prior to coming to the University of Louisville, Stringfield directed the 
Systemic Supports for School Reform Program of the Center for Research on 
the Education of Students Placed At Risk (CRESPAR), at Johns Hopkins 
University. From 1999 to 2004, he served on the Baltimore City New Board of 
School Commissioners. Stringfield has worked as a teacher, a program 
evaluator, a Tulane University faculty member, and a coordinator of the 
Denver office of Northwest Regional Educational Laboratory. He is currently 
a Wood Johnson Urban Health Initiative Fellow, studying the interactions of 
diverse social systems as they impact health and education.

Stone has served as director of the National Research Center for Career and 
Technical Education since 2002. He has also served as the deputy director, 
with responsibilities for developing new research initiatives and 
coordinating the work of the Centers' associate partners Johns Hopkins 
University and the Academy for Education Development. He is presently 
involved in two studies: an examination of Career Technical 
Education-based, whole school reforms in schools serving disadvantaged 
youth; and the math-in-Career Technical Education study.

Beyond the traditional forms of disseminating research results, Stone has 
worked directly with schools and school systems supporting efforts to 
improve occupationally oriented education. He worked for more than five 
years with the Oakland California Public Schools helping to implement a 
community-based, school-to-work plan that included career academy 
development and school-based enterprises. He worked with a Minneapolis high 
school developing a program in partnership with the American Indian OIC 
targeted at urban Native American youth. He recently completed a study of 
postsecondary occupational/technical education in Minnesota.

Viewers of the webcast may ask questions of the panel by signing up (no 
charge) for a chatroom account at http://www.nccte.org. The chatroom allows 
you to submit questions during the presentation. Please allow one full day 
for your account to be validated by e-mail confirmation.

To subscribe or unsubscribe from this e-mail list, please visit this web 
page: http://www.nccte.org/ctemail/subscription.asp or send an e-mail to 
nagy.8 at osu.edu or contact Barbara Reardon below.

The work reported herein was supported under the National Dissemination 
Center for Career and Technical Education (PR/Award No. VO51A990004) and/or 
under the National Research Center for Career and Technical Education 
(PR/Award No. VO51A990006), as administered by the Office of Vocational and 
Adult Education, U.S. Department of Education. However, the contents do not 
necessarily represent the positions or policies of the Office of Vocational 
and Adult Education or the U.S. Department of Education, and you should not 
assume endorsement by the federal government. The National Dissemination 
Center for Career and Technical Education and the National Research Center 
for Career and Technical Education are funded by the Office of Vocational 
and Adult Education, U.S. Department of Education.

For Additional Information Contact:
Barbara Reardon
The Ohio State University
Director of Communications
Columbus, Ohio 43210-1090
Phone: 614-292-2894
Fax: 614-688-3258
Email: reardon.30 at osu.edu
Web site: www.nccte.org

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From djrosen at comcast.net  Fri Nov  4 19:28:21 2005
From: djrosen at comcast.net (David Rosen)
Date: Fri, 4 Nov 2005 19:28:21 -0500
Subject: [Technology] Professional Development Options Online
In-Reply-To: <5.1.0.14.2.20051104113110.01e83008@pop.utk.edu>
References: <5.1.0.14.2.20051104113110.01e83008@pop.utk.edu>
Message-ID: <30958DD8-CAF0-4B73-AE60-6B66255821EA@comcast.net>

Professional Development and Technology Colleagues,

Last week I did a workshop in Massachusetts (with colleagues Jennifer  
Rafferty and Sally Gabb) about online professional development in  
adult literacy education (including English language learning.)  My  
handout, listing many online professional development resources, will  
be found on the Adult Literacy Education Wiki at

	http://wiki.literacytent.org/index.php/AlePDOnline

Since the ALE Wiki is an interactive environment, if you know of  
other good online pd resources in adult literacy education, you can  
add them to this document.
For more information about the ALE Wiki, and how to add text, go to:

	http://wiki.literacytent.org

David J. Rosen
djrosen at comcast.net

From tqaimut at yahoo.com  Tue Nov  8 00:24:06 2005
From: tqaimut at yahoo.com (Tquabo Aimut)
Date: Mon, 7 Nov 2005 21:24:06 -0800 (PST)
Subject: [Technology] joining the discussion forum
Message-ID: <20051108052406.45629.qmail@web60817.mail.yahoo.com>

Dear Sirs/Madam
 
I'm new to join the Technology and literacy discussion forum.I'm not aware on what is going on currently.Where should I go from here?
 
 
Best Regards
 
Tquabo

		
---------------------------------
 Yahoo! FareChase - Search multiple travel sites in one click.  
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From mariannf at lacnyc.org  Tue Nov  8 09:55:20 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Tue, 08 Nov 2005 09:55:20 -0500
Subject: [Technology] joining the discussion forum
In-Reply-To: <20051108052406.45629.qmail@web60817.mail.yahoo.com>
Message-ID: <3.0.6.32.20051108095520.00d0e828@mail.psnyc.com>

Hello Tquabo and welcome to the list!
Thank you for posting a message of introduction.
I'd like to use your example to invite other new subscribers or subscribers
who haven't posted to introduce themselves as well.

Where should you go from here?
What questions do you have about technology and literacy and were there any
specific reasons you subscribed to the list? is there anything in
particular you hope to get from it?

For everyone on the list, as well, this is a good time to weigh in with any
burning questions you have had about technology and literacy as well as any
issues you would like to see addressed on the list.

We conducted a survey of topics of interest several months ago and have had
a few extended discussions on a number of those topics. Is there anything
of particular interest you would like to see addressed in the near future?
Currently I am working with a couple of members of the list to arrange a
discussion on emerging/cutting-edge technologies.

With best regards,
Mariann

>Dear Sirs/Madam   I'm new to join the Technology and literacy discussion
>forum.I'm not aware on what is going on currently.Where should I go from
>here?     Best Regards   Tquabo 		 Yahoo! FareChase - Search multiple
>travel sites in one click.       
>---------------------------------------------------- Technology and
>Literacy mailing list Technology at dev.nifl.gov To unsubscribe or change your
>subscription settings, please go to 
>http://dev.nifl.gov/mailman/listinfo/technology

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From mariannf at lacnyc.org  Wed Nov  9 11:20:22 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Wed, 09 Nov 2005 11:20:22 -0500
Subject: [Technology] immigrant life podcast opportunity
Message-ID: <3.0.6.32.20051109112022.00d33590@mail.psnyc.com>

Dear Colleagues,

Please see the email below from Tiziana Rinaldi.  Some of your students may
be interested in participating.

---------------------------------------------------------------
Dear ESOL Program Director and Teachers,
  
My name is Tiziana Rinaldi and I produce and host an internet radio/podcast
show on the personal experience of immigration called "Life in a New World:
the Challenges of Becoming Cosmopolitan."  The show, which can be currently
found on http://www.Successtalk.com/Rinaldi, focuses on the existential,
identity-shaping aspect of immigration and, by in large, on the real life
and efforts of immigrants/expatriates in the States. I myself moved to New
York in 1990, from my native Italy.   
  
Since some of the most daunting experiences of immigration -- and
integration -- are deeply connected to the process of learning a new
language (English in our case) I'd like to produce one, or two, shows on
this topic. With that in mind, I'm looking for students willing to share,
on web radio, this very personal journey. The interview will be in English,
therefore the students need to be proficient enough to convey thoughts and
emotions, and maybe offer specific examples of hope, success, hardship or
determination, relating to this very particular kind of human experience. 
  
And since I'm always hunting for good, original stories, I will appreciate
and welcome story pitches concerning any other aspects of your students'
immigrant life. Some of them may have compelling stories of homesickness
and missing family members left behind, some may have a poignant take on
looking for a job, or housing, or coming to a new country and trying to
create relationships/connections, etc...  
  
Please refer your story pitches to: (title your message as shown here)
"Life in a New World -- Story Pitch" 
My e-mail address is: ViaAtalanta at aol.com 
  
Many, many, thanks to you for your time and attention, and to Mr. Ira
Yankwitt -- Director of the NYC Regional Adult
Education Network -- through whose support I was able to send you this
message.
  
I look forward to hearing from you!
  
Tiziana Rinaldi
  

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From mariannf at lacnyc.org  Mon Nov 14 09:39:55 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Mon, 14 Nov 2005 09:39:55 -0500
Subject: [Technology] Women and Literacy Conference
In-Reply-To: <20051108052406.45629.qmail@web60817.mail.yahoo.com>
Message-ID: <3.0.6.32.20051114093955.00d43958@mail.psnyc.com>

Good day all,
Below is information about the 3rd Annual (Net)Working Conference on Women
& Literacy.

Regards,
Mariann

** cross-posted**

3rd Annual (Net)Working Conference on Women & Literacy
Moving to Power & Participation
sponsored by: WE LEARN / Women Expanding: Literacy Education Action 
Resource Network

Friday, March 10 - Saturday, March 11, 2006
New Haven, Connecticut
Yale University, Linsly Chittenden Hall

Open to:
ABE students, teachers, administrators, researchers, writers, grad 
students, community activists
 anyone interested in women's adult basic literacy/education and .
related issues.

Keynote Speaker: Marcia Ann Gillespie*
Confirmed Panelists: 	. Daphne Greenberg	. Lorna Rivera
Invited Presenters:  . Kate Rushin	 . Valerie Tutson

Conference Features:
 Interactive Workshops . Exhibits & Resource Sharing . Student .
Gatherings . Research & Policy Discussions . Networking Opportunities & 
Community Building . Annual WE LEARN Membership Meeting . Arts & 
Reflection Spaces . FUN!!!

Early-Bird Registration Deadline: February 3, 2006 (15% discount)
Pre-Registration Deadline: February 24, 2006

Presenter Application Deadline: December 2, 2005

WE LEARN Membership & ABE Student Rates Available (see below)
 Conference Hotel Rates Available .  Light Breakfast & Lunch included .
 Wheelchair accessible.
  . ASL interpretation available with pre-arrangement

Co-Sponsored by WE LEARN | Yale University Women's, Gender, and 
Sexuality Studies Program | literacytent.org

To download registration details and form, travel information, & 
regular updates go to:
  www.litwomen.org/welearn.html

To receive more information contact:
Mev Miller, Ed.D., Director  |     401-383-4374	  |  
welearn at litwomen.org
182 Riverside Ave., Cranston, RI 02910

*Marcia Ann Gillespie has served as Ms. magazine's editor in chief 
since 1993. Gillespie's association with Ms. magazine dates back to 
1980 when she became a contributing editor. A trailblazer in the 
magazine industry, as the editor in chief of Essence from 1971-1980, 
Gillespie is credited with transforming the then-fledgling publication 
into one of the fastest growing women's magazines in the United States. 
During her tenure, Essence won a National Magazine Award, the 
industry's most prestigious honor. A vice president of Essence 
Communications, Inc., Gillespie was named "One of the Fifty Faces for 
America's Future" by Time magazine. For more info: 
http://www.soapboxinc.com/bio_gillespie.html

Conference Registration Rates
EARLY Registration Deadline: February 3, 2006 (15% discount)
Pre-Registration Deadline: February 24, 2006

WE LEARN Membership Rate
Pre-Registraton: Two-day $85.00 | One-day $50.00
On-site: per day $55.00

Non-Membership Rate
Pre-Registraton: Two-day $125.00 | One-Day $70.00
On-site: per day $75.00

ABE Student Rate
Two-Day $15.00 | One-Day $10.00 (** Sorry, NO Early Registration 
discount for ABE student rate)

Presenter Rate (deadline to apply: December 2, 2005)
Members: Two-day $72.25 | One-day $42.50
*** we strongly encourage presenters to become members of WE LEARN

We have a limited number of ABE student scholarships & work exchange 
options for the conference.
  . For ABE students only, we can help with registration fees and some 
travel expenses.
  . For Americorp/VISTA volunteers, college or graduate students & 
part-time teachers, we have a limited                    number of work 
exchange opportunities available. This will help offset registration 
fees ONLY.
For more information & forms, go to: 
http://www.litwomen.org/conferences/2006/main.html
or contact Mev Miller -- 401-383-4374 or welearn at litwomen.org

--------------------------
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html

Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From mariannf at lacnyc.org  Mon Nov 14 13:13:10 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Mon, 14 Nov 2005 13:13:10 -0500
Subject: [Technology] 2006 Budget and Appropriations
In-Reply-To: <3.0.6.32.20051114093955.00d43958@mail.psnyc.com>
References: <20051108052406.45629.qmail@web60817.mail.yahoo.com>
Message-ID: <3.0.6.32.20051114131310.00d43958@mail.psnyc.com>

Hello All,
The following is sent on behlaf of Noreen Lopez regarding the National
Coalition for Literacy update on the 2006 budget and appropriations process.
Regards,
Mariann

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

Are you confused about the national budget, appropriations, and
reconciliation? The National Coalition for Literacy staff has prepared an
update of the 2006 Budget and Appropriations year. Included is information
concerning how the Budget system works, what Budget Reconciliation is, and
an analysis of Welfare Reform being discussed as part of the House
Reconciliation package. Additionally a short yet informative list of
definitions concerning the Budget is also available. 

Click on the link for the PDF of the Budget and Appropriations Update:
<http://www.national-coalition-literacy.org/pdf/BUDGETAPPROPRIATIONSUPDATE.p
df> (or copy and paste the address into your browser address bar).

Click on the link for the PDF of Budget Definitions:
<http://www.national-coalition-literacy.org/pdf/BudgetDefinitions.pdf> (or
copy and paste the full address into your browser address bar).

Noreen Lopez
lopezns at comcast.net

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From mariannf at lacnyc.org  Wed Nov 16 12:31:07 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Wed, 16 Nov 2005 12:31:07 -0500
Subject: [Technology] Guest on Women & Literacy List
In-Reply-To: <5.1.0.14.2.20051116114123.012bd0b0@pop.utk.edu>
Message-ID: <3.0.6.32.20051116123107.00d40278@mail.psnyc.com>

Good day all,

Below is information on a Guest Discussion with Brenda Bell, which will be 
held on the Women and Literacy Discussion List starting tomorrow. If you 
want to be a part of that discussion, subscribe to that list by going to:
http://www.nifl.gov/mailman/listinfo/Womenliteracy and following the simple 
instructions for subscribing.

____________________________________
I am pleased and honored to announce that from November 17th-December 1st, 
Brenda Bell has graciously agreed to be a guest facilitator on our 
listserv. The focus of her time with us will be to discuss her litercy work 
in Afghanistan.

Here is some general information about her:

Brenda Bell, formerly Associate Director of the Center for Literacy 
Studies, University of Tennessee, and long-time EFF manager, is in 
Afghanistan for several months assisting with the Literacy for Community 
Empowerment Program, a project of Education Development Center in 
partnership with UN Habitat. This is Brenda's third trip to Afghanistan in 
the past ten months.

The LCEP, active in five Afghan provinces, links literacy with governance 
and economic development activities in 200 rural villages. Literacy 
teachers, for women's and men's classes, are from the villages, and often 
have less than a 10th grade education. They are supported by training and 
mentoring provided by facilitators at the district and national level.

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
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From mthacher at otan.us  Wed Nov 16 17:52:14 2005
From: mthacher at otan.us (Marian Thacher)
Date: Wed, 16 Nov 2005 14:52:14 -0800
Subject: [Technology] Skills for reading online
Message-ID: <fc.004c56fb02435c32004c56fb02435c32.2435d01@scoe.net>

http://r.smartbrief.com/resp/yavMBefJCxkAnRFqqt

Re our discussion a while back about online reading skills, here's an
interesting article from Educational Leadership about teaching high school
kids some reading skills for online reading that are different from
reading books. The article suggests teaching four strategies:
1. Evaluate search results to see which links look the most promising
2. Different scanning skills for navigating web sites
3. Evaluating reliability
4. How to synthesize rather than copying

Some examples of activities and worksheets are included.

Marian Thacher
OTAN

From tqaimut at yahoo.com  Thu Nov 17 00:17:12 2005
From: tqaimut at yahoo.com (Tquabo Aimut)
Date: Wed, 16 Nov 2005 21:17:12 -0800 (PST)
Subject: [Technology] joining the discussion forum
In-Reply-To: <3.0.6.32.20051108095520.00d0e828@mail.psnyc.com>
Message-ID: <20051117051712.10843.qmail@web60823.mail.yahoo.com>

Dear Fedele
   
  Thank you for inviting me to forward any questions that I have related to technology and literacy. As a background to my questions for discussion I would like to raise two of the most significant International commitments which are:- Education for All(EFA) and Millennium Development Goals(MDGs). These of course may seem to focus on developing countries on the emphasis of equitable access to education and poverty alleviation.
   
  On the other hand; digital divide is expanding fast and literacy divide is still large in most of the countries in question.
   
  It seems to me the above raised issues could not be addressed without clearly addressing the issue of appropriate technology. The questions that I want to raise in relation to the above considerations or assumptions are:-
  1. The difference between technology in literacy(education) and technology of literacy
  2. Is technology affordable for developing countries suffering of digital divide and literacy divide? How
  3. How about the South-North co-operation in such situation/issues
  4. How literacy attainment could contribute to poverty alleviation, narrowing the digital divide etc
   
  Hoping these questions are relevant and acceptable I'm looking for lively discussion and sharing of experiences
   
  Best Regards
   
  Tquabo 

Mariann Fedele <mariannf at lacnyc.org> wrote:
  Hello Tquabo and welcome to the list!
Thank you for posting a message of introduction.
I'd like to use your example to invite other new subscribers or subscribers
who haven't posted to introduce themselves as well.

Where should you go from here?
What questions do you have about technology and literacy and were there any
specific reasons you subscribed to the list? is there anything in
particular you hope to get from it?

For everyone on the list, as well, this is a good time to weigh in with any
burning questions you have had about technology and literacy as well as any
issues you would like to see addressed on the list.

We conducted a survey of topics of interest several months ago and have had
a few extended discussions on a number of those topics. Is there anything
of particular interest you would like to see addressed in the near future?
Currently I am working with a couple of members of the list to arrange a
discussion on emerging/cutting-edge technologies.

With best regards,
Mariann

>Dear Sirs/Madam I'm new to join the Technology and literacy discussion
>forum.I'm not aware on what is going on currently.Where should I go from
>here? Best Regards Tquabo Yahoo! FareChase - Search multiple
>travel sites in one click. 
>---------------------------------------------------- Technology and
>Literacy mailing list Technology at dev.nifl.gov To unsubscribe or change your
>subscription settings, please go to 
>http://dev.nifl.gov/mailman/listinfo/technology

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

----------------------------------------------------
Technology and Literacy mailing list
Technology at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/technology
  

		
---------------------------------
 Yahoo! FareChase - Search multiple travel sites in one click.  
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From mariannf at lacnyc.org  Thu Nov 17 09:16:42 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Thu, 17 Nov 2005 09:16:42 -0500
Subject: [Technology] Skills for reading online
In-Reply-To: <fc.004c56fb02435c32004c56fb02435c32.2435d01@scoe.net>
Message-ID: <3.0.6.32.20051117091642.00d00f38@mail.psnyc.com>

Thank you Marian for forwarding this to the list.
If others come across resources that are relevant to previous topics and
discussions we have had please follow Marian's lead and post a message.
Some previous discussion threads have included:
Computer Technology Integration
Distance learning
Computer based assessment
Technology and Learning Disabilites
Using blogs, wikis and podcasts in the classroom
E-books
Whiteboards and other classroom tools
Media Literacy and Digital Video

Regrds,
Mariann

At 02:52 PM 11/16/2005 -0800, you wrote:
>http://r.smartbrief.com/resp/yavMBefJCxkAnRFqqt
>
>Re our discussion a while back about online reading skills, here's an
>interesting article from Educational Leadership about teaching high school
>kids some reading skills for online reading that are different from
>reading books. The article suggests teaching four strategies:
>1. Evaluate search results to see which links look the most promising
>2. Different scanning skills for navigating web sites
>3. Evaluating reliability
>4. How to synthesize rather than copying
>
>Some examples of activities and worksheets are included.
>
>Marian Thacher
>OTAN
>
>
>
>----------------------------------------------------
>National Insitute for Literacy
>Technology and Literacy mailing list
>Technology at dev.nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://dev.nifl.gov/mailman/listinfo/technology
>
>

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From mariannf at lacnyc.org  Thu Nov 17 13:16:57 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Thu, 17 Nov 2005 13:16:57 -0500
Subject: [Technology] joining the discussion forum
In-Reply-To: <20051117051712.10843.qmail@web60823.mail.yahoo.com>
References: <3.0.6.32.20051108095520.00d0e828@mail.psnyc.com>
Message-ID: <3.0.6.32.20051117131657.00d5f250@mail.psnyc.com>

Hello Tquabo and all,

Tquabo thank you for rasing the broad area of international development and
the role of literacy and technology in sustainable development initiatives.
You raise interesting questions for members of this list to address. Many
of us do not have a strong background (maybe I should just speak for myself
here)in issues of sustainable development but I wonder if list members
could speak from their own local and programatic experience to address your
questions, particularly the first and fourth:

"The difference between technology in literacy(education) and technology of
literacy."  
"How literacy attainment could contribute to poverty alleviation, narrowing
the digital divide etc..."

It would be great to hear from list members who have been involved in
internatioanl literacy and the role of literacy in development.

If you would like to learn more about the Millenium Development Goals and
Education for All, following is a summary annd links to those sites:

The eight goals and 18 targets of the Millennium Development Goals
constitute an over-arching framework for international development
cooperation, agreed at the level of the United Nations. The provision of
primary education and gender equality in education are the two areas where
the MDGs overlap with the EFA agenda ? other aspects of basic education,
such as literacy, quality and non-formal education, are implied as
conditions for the realization of the MDGs.

- The six EFA goals are concerned with extending the reach of basic
education to every child and adult and with the nature of such provision -
it should be available to both female and male learners of all ages,
offering relevant learning and life skills and striving for ever-increasing
quality. While basic education is clearly intended to have a positive
impact on the quality of life and on deprivation, the nature of this impact
? and the content of education, which might be most appropriate to achieve
it ? is a broader question. In other words, the role and provision of
education are central, and this drives the EFA agenda forward; the
underlying purpose of education is either assumed or considered to be a
matter for wider socio-political debate. 

Education For All
http://www.unesco.org/education/efa/index.shtml

Millenium Development Goals
http://www.undp.org/mdg/

Regards,
Mariann

At 09:17 PM 11/16/2005 -0800, you wrote:
>Dear Fedele     Thank you for inviting me to forward any questions that I
>have related to technology and literacy. As a background to my questions
>for discussion I would like to raise two of the most significant
>International commitments which are:- Education for All(EFA) and Millennium
>Development Goals(MDGs). These of course may seem to focus on developing
>countries on the emphasis of equitable access to education and poverty
>alleviation.     On the other hand; digital divide is expanding fast and
>literacy divide is still large in most of the countries in question.     It
>seems to me the above raised issues could not be addressed without clearly
>addressing the issue of appropriate technology. The questions that I want
>to raise in relation to the above considerations or assumptions are:-  1.
>The difference between technology in literacy(education) and technology of
>literacy     2. Is technology affordable for developing countries suffering
>of digital divide and literacy divide? How  3. How about the South-North
>co-operation in such situation/issues  4. How literacy attainment could
>contribute to poverty alleviation, narrowing the digital divide etc     
>discussion and sharing of experiences     Best Regards      
>
><> wrote:  Hello Tquabo and welcome to the list!
>Thank you for posting a message of introduction.
>I'd like to use your example to invite other new subscribers or subscribers
>who haven't posted to introduce themselves as well.
>
>Where should you go from here?
>What q  uestions  do you have about technology and literacy and were there
any
>specific reasons you subscribed to the list? is there anything in
>particular you hope to get from it?
>
>For everyone on the list, as well, this is a good time to weigh in with any
>burning questions you have had about technology and literacy as well as any
>issues you would like to see addressed on the list.
>
>We conducted a survey of topics of interest several months ago and have had
>a few extended discussions on a number of those topics. Is there anything
>of particular interest you would like to see addressed in the near future?
>Currently I am working with a couple of members of the list to arrange a
>discussion on emerging/cutting-edge technologies.
>
>With best regards,
>Mariann
>
>>Dear Sirs/Madam I'm new to join the Technology and literacy discussion
>>forum.I'm not aware on what is going on currently.Where should I go from
>>here? Best Regards Tquabo Yaho  o!  FareChase - Search multiple
>>travel sites in one click. 
>>---------------------------------------------------- Technology and
>>Literacy mailing list Technology at dev.nifl.gov To unsubscribe or change your
>>subscription settings, please go to 
>>http://dev.nifl.gov/mailman/listinfo/technology
>
>
>
>Mariann Fedele
>Coordinator of Professional Development, 
>Literacy Assistance Center
>Moderator,
>NIFL Technology and Literacy Discussion List
>32 Broadway 10th Floor
>New York, New York 10004
>212-803-3325
>mariannf at lacnyc.org
>www.lacnyc.org
>
>
>
>----------------------------------------------------
>Technology and Literacy mailing list
>Technology at dev.nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://dev.nifl.gov/mailman/listinfo/technology
>
>  
> 		 Yahoo! FareChase - Search multiple travel sites in one click.      
>---------------------------------------------------- National Insitute for
>Literacy Technology and Literacy mailing list Technology at dev.nifl.gov To
>unsubscribe or change your subscription settings, please go to 
>http://dev.nifl.gov/mailman/listinfo/technology

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From djrosen at comcast.net  Fri Nov 18 16:57:41 2005
From: djrosen at comcast.net (David Rosen)
Date: Fri, 18 Nov 2005 16:57:41 -0500
Subject: [Technology] joining the discussion forum
In-Reply-To: <20051117051712.10843.qmail@web60823.mail.yahoo.com>
References: <20051117051712.10843.qmail@web60823.mail.yahoo.com>
Message-ID: <93BA57FE-1EBF-432F-8195-19B5CC6E3AB5@comcast.net>

Hello Tquabo,

On Nov 17, 2005, at 12:17 AM, you wrote:

> Thank you for inviting me to forward any questions that I have  
> related to technology and literacy. As a background to my questions  
> for discussion I would like to raise two of the most significant  
> International commitments which are:- Education for All(EFA) and  
> Millennium Development Goals(MDGs). These of course may seem to  
> focus on developing countries on the emphasis of equitable access  
> to education and poverty alleviation.
>
> On the other hand; digital divide is expanding fast and literacy  
> divide is still large in most of the countries in question.
>
> It seems to me the above raised issues could not be addressed  
> without clearly addressing the issue of appropriate technology. The  
> questions that I want to raise in relation to the above  
> considerations or assumptions are:-
> 1. The difference between technology in literacy(education) and  
> technology of literacy

Could you say a bit more about this? What do you mean by the  
"technology of literacy" ?

> 2. Is technology affordable for developing countries suffering of  
> digital divide and literacy divide? How

Do you think a $100 battery (and crank-operated) computer with an  
open source platform would reduce the digital divide in developing  
countries?  If so, see http://laptop.media.mit.edu/ for more  
information.

How about Mobile learning using mobile phone text messaging and  
access to the Web?

> 3. How about the South-North co-operation in such situation/issues

Please explain more.  Are you talking about South-North in terms of a  
particular country, a continent or something else?

> 4. How literacy attainment could contribute to poverty alleviation,  
> narrowing the digital divide etc

Have you read Thomas Friedman's __The World is Flat___ ? Do you think  
earth-flattening phenomena make the divides of poverty and technology  
wider or narrower?

David J. Rosen
djrosen at comcast.net

From LZaccone at northampton.edu  Fri Nov 18 16:58:27 2005
From: LZaccone at northampton.edu (Lealan Zaccone)
Date: Fri, 18 Nov 2005 16:58:27 -0500
Subject: [Technology] joining the discussion forum
Message-ID: <s37e0845.094@gwmail.northampton.edu>

Hello,

Thank you for the email.  I will be out of the office until November
28th.  Have a nice holiday. 

Lealan

From jn at cloudworld.co.uk  Mon Nov 21 09:27:22 2005
From: jn at cloudworld.co.uk (John Nissen)
Date: Mon, 21 Nov 2005 14:27:22 -0000
Subject: [Technology] joining the discussion forum
References: <20051117051712.10843.qmail@web60823.mail.yahoo.com>
Message-ID: <026301c5eea7$b031a5c0$0202a8c0@Tomschoice>

Hi Tquabo,

I too am puzzled by your first point, as David Rosen.  Are you thinking perhaps about "technology literacy", as for example "computer literacy", where the "literacy" means "fluency in the use of"?  Or are you thinking of "technology" as including "techniques", so that the "technology of literacy" includes "techniques of learning to read"?  I believe that our group is interested in how technology (typically computer software) can be used to help in the teaching and learning of literacy skills.  This is what I assume you mean for your questions 2-4.

2.  Technology is mostly based on computers, and many companies are donating their old computers to third world countries, when they upgrade to new computers.  So computers are available at low cost.  And, if power supply is a problem, solar or crank powered computers (see Rosen again) can be made.  The software could also be made available at low cost, if there was seen to be a significant market.

3.  North-South cooperation is urgently needed to realise the possibilities of 2, and particularly to give access to the enormous potential market for low cost technology.  At present, this access seems to be blocked by politicians, bureaucracy and middle men.  It is extraordinarily difficult to get through to the end users who would benefit.

4.  Literacy is the gateway to knowledge and education, and hence to fair government, fair distribution of wealth and sustainability.  If everybody knew the danger we all face from global warming and climate change, then we'd all try and do our bit, however small, to save forests, plant trees, and reduce energy consumption.  (Just as every bit of radioactive material released into the atmosphere by Chernobyl increases the chance of anybody in the world getting cancer, so every bit of CO2 released into the atmosphere increases the rate of global warming and the danger of crop failure, famine, hurricanes, flooding, etc.)

BTW, I have heard it said that there has never been famine in a country with a truly democratically elected government.

Cheers from Chiswick,

John

John Nissen
Cloudworld Ltd - http://www.cloudworld.co.uk
maker of the assistive reader, WordAloud.
Try WordAloud with synthetic phonics:
http://www.cloudworld.co.uk/teaching-synthetic-phonics.htm
Tel: +44 208 742 3170  Fax: +44 208 742 0202
Email: info at cloudworld.co.uk

  ----- Original Message ----- 
  From: Tquabo Aimut 
  To: The Technology &amp, Literacy Discussion List 
  Sent: Thursday, November 17, 2005 5:17 AM
  Subject: Re: [Technology] joining the discussion forum

  Dear Fedele

  Thank you for inviting me to forward any questions that I have related to technology and literacy. As a background to my questions for discussion I would like to raise two of the most significant International commitments which are:- Education for All(EFA) and Millennium Development Goals(MDGs). These of course may seem to focus on developing countries on the emphasis of equitable access to education and poverty alleviation.

  On the other hand; digital divide is expanding fast and literacy divide is still large in most of the countries in question.

  It seems to me the above raised issues could not be addressed without clearly addressing the issue of appropriate technology. The questions that I want to raise in relation to the above considerations or assumptions are:-
  1. The difference between technology in literacy(education) and technology of literacy
  2. Is technology affordable for developing countries suffering of digital divide and literacy divide? How
  3. How about the South-North co-operation in such situation/issues
  4. How literacy attainment could contribute to poverty alleviation, narrowing the digital divide etc

  Hoping these questions are relevant and acceptable I'm looking for lively discussion and sharing of experiences

  Best Regards

  Tquabo 

  Mariann Fedele <mariannf at lacnyc.org> wrote:
    Hello Tquabo and welcome to the list!
    Thank you for posting a message of introduction.
    I'd like to use your example to invite other new subscribers or subscribers
    who haven't posted to introduce themselves as well.

    Where should you go from here?
    What questions do you have about technology and literacy and were there any
    specific reasons you subscribed to the list? is there anything in
    particular you hope to get from it?

    For everyone on the list, as well, this is a good time to weigh in with any
    burning questions you have had about technology and literacy as well as any
    issues you would like to see addressed on the list.

    We conducted a survey of topics of interest several months ago and have had
    a few extended discussions on a number of those topics. Is there anything
    of particular interest you would like to see addressed in the near future?
    Currently I am working with a couple of members of the list to arrange a
    discussion on emerging/cutting-edge technologies.

    With best regards,
    Mariann

    >Dear Sirs/Madam I'm new to join the Technology and literacy discussion
    >forum.I'm not aware on what is going on currently.Where should I go from
    >here? Best Regards Tquabo Yahoo! FareChase - Search multiple
    >travel sites in one click. 
    >---------------------------------------------------- Technology and
    >Literacy mailing list Technology at dev.nifl.gov To unsubscribe or change your
    >subscription settings, please go to 
    >http://dev.nifl.gov/mailman/listinfo/technology

    Mariann Fedele
    Coordinator of Professional Development, 
    Literacy Assistance Center
    Moderator,
    NIFL Technology and Literacy Discussion List
    32 Broadway 10th Floor
    New York, New York 10004
    212-803-3325
    mariannf at lacnyc.org
    www.lacnyc.org

    ----------------------------------------------------
    Technology and Literacy mailing list
    Technology at dev.nifl.gov
    To unsubscribe or change your subscription settings, please go to 
    http://dev.nifl.gov/mailman/listinfo/technology

------------------------------------------------------------------------------
  Yahoo! FareChase - Search multiple travel sites in one click. 

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

  ----------------------------------------------------
  National Insitute for Literacy
  Technology and Literacy mailing list
  Technology at dev.nifl.gov
  To unsubscribe or change your subscription settings, please go to 
  http://dev.nifl.gov/mailman/listinfo/technology
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From mariannf at lacnyc.org  Tue Nov 22 09:48:57 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Tue, 22 Nov 2005 09:48:57 -0500
Subject: [Technology] conference information
In-Reply-To: <026301c5eea7$b031a5c0$0202a8c0@Tomschoice>
References: <20051117051712.10843.qmail@web60823.mail.yahoo.com>
Message-ID: <3.0.6.32.20051122094857.00cfb130@mail.psnyc.com>

The New Jersey State Employment and Training Commission is proud to 
announce their Seventh Annual One-Stop Conference
Traveling the Consolidation Highway
Tuesday and Wednesday, December 13 & 14, 2005
Trump Plaza
Atlantic City, NJ

And

Equipped for the Future (EFF) and the New Jersey State Employment and 
Training Commission, with support from The UPS Foundation,
  Host the National Conference

New Destinations to Literacy, Learning & Life:
A National Conference on Adult Education
Wednesday & and Thursday, December 14 & 15, 2005
Trump Plaza
Atlantic City, NJ

Please take advantage of this opportunity by supporting the ongoing 
partnership between workforce development and adult education.

The One-Stop Conference will officially begin on Tuesday morning on 
December 13th and will continue until 1:00 pm on Wednesday, December 14th

The National Conference will officially begin on Wednesday at 1:00 pm on 
December 14th and continue until Thursday afternoon on December 15th

PLEASE NOTE:
Those who register for Wednesday, December 14th are invited to attend the 
entire day's activities.

Registration must be done online at: www.njsetc.net
"Click: Current News & Events"

Conference registration prices:

December 13th  = ($135.00)            December 15th = ($100.00)
December 14th  = ($120.00)            December 14 & 15 = ($195.00)
December 13 & 14 = ($195.00)          December 13, 14 & 15 = ($250.00)

Conference Sessions

New Destinations to Literacy, Learning & Life: A National Conference on 
Adult Education
Workshop Sessions
Wednesday, December 14, 2005

9:00    Plenary with Dr. John Comings and Dr. Andrew Sum

10:15
v       Youth
v       Healthcare Collaboratives
v       Gender Parity- Tools and Resources for Non-Traditional Careers
v       The Aging Workforce
v       Literacy Consortium Planning
v       Follow up with Plenary Speakers
v       NJ Transfer
v       Vocational Standards and Certifications

11:45
v       NJ's Workplace Literacy Program
v       Online Computer Skills Assessment
v       Pathways to Diplomas
v       Organizational Assessment in a Performance Based Environment
v       Career Planning
v       NJ Next Stop Website for Career Information
v       Developing Partnerships in Education

1:00    Lunch with Beto Gonzalez, US DOE invited guest

2:30
v       Oklahoma- EFF from the State to the Classroom
v       Successful EFF Classroom Projects
v       An Introductory Look at the EFF Use Math to Solve Problems and 
Communicate Curriculum Framework
v       EFF in the ESL Classroom: A Demystification of the EFF Framework
v       Health Literacy
v       EFF for Job Seekers and Incumbent Workers

4:00
v       Building Accountability Using EFF
v       A New Model for Streamlined Teacher Training
v       Change Your Teaching Methods for Better Results
v       Professional Development
v       Financial Literacy
v       The Work Readiness Credential
v       A Look at the EFF Use Math to Solve Problems and Communicate 
Curriculum Framework- continues

Evening Reception

New Destinations to Literacy, Learning & Life: A National Conference on 
Adult Education
Workshop Sessions
Thursday, December 15, 2005

9:00    Plenary with EFF Panel
10:45
v       Texas' Approach to Developing Benchmarks for 5 of the EFF Standards
v       EFF Quality Practices and Program Improvement
v       How to Begin Implementation of EFF in Your Classroom
v       Using the EFF Reader's Tool Chest in an ESL Classroom
v       Putting EFF Theory into Practice in the ESL Classroom
v       Adult Education Reading Instruction: Research-Based Practices
v       From Competencies to Standards: EFF in an External Diploma Program 
Classroom
v       Creating an ESL/Civics Curriculum Using EFF Standards

12 noon Lunch

1:00
v       "Reach the Reachable Rightly" - a Focus on Adult Education in 
Public
Welfare in India
v       EFF Assessment Tool
v       Using the EFF Teaching/Learning Cycle for Lesson Planning
v       EFF and Goal Setting in the ESL Classroom
v       Preparing for Work Using EFF Standards
v       An Introduction to the Read With Understanding Curriculum Framework
v       Supporting Workplace Training with EFF
v       Accessing American English and Culture through American Film
2:30
v       Pennsylvania's Approach to Using EFF Standards for Workforce 
Education
v       Leading Through Online Communities: VA Department of Education
v       Making the Connection: EFF, TABE, and the GED in a Multi-Level 
Classroom
v       Systemic Integration of EFF through Goal Setting
v       Seeing is Remembering: How Multi-Media Promotes Adult Literacy
v       An Introduction to the Read With Understanding Curriculum Framework 
- continues
v       EFF and Program Improvement

4:00
v       EFF Closing Session
v       Family Literacy
v       A Smart Start to Strategy to the Adult Education Classroom

For more information, please contact:

Diane P. Gardner
EFF Center
The University of Tennessee
Center for Literacy Studies
600 Henley Street, Suite 312
Knoxville, TN 37996-4135
865-974-9949
dgardner at utk.edu

__________________________________________

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From djrosen at comcast.net  Tue Nov 22 11:03:29 2005
From: djrosen at comcast.net (David Rosen)
Date: Tue, 22 Nov 2005 11:03:29 -0500
Subject: [Technology] Distance learning -- an option or a necessity?
Message-ID: <C49555F5-4F8E-411D-9BC7-8E0642A1DB33@comcast.net>

Technology Colleagues,

Indulge me.  This post may seem a bit of a stretch, but that's what a  
discussion forum is for -- a place to try out ideas. It also follows  
from a discussion here earlier this year on adult education distance  
learning.

I have been thinking about Asian Bird Flu.  I hope the predicted  
epidemic does not come to pass, or if it does, that its scope is  
tiny; but many experts claim that it is inevitable, and at a scale  
that could be between 5 and 50 million people afflicted.  In earlier  
world epidemics, for safety reasons public gathering places were  
closed or limited to only those that were essential.  Schools were  
closed.

Suppose schools in North America or in other parts of the world  
actually were all closed, including all adult education schools and  
programs.  Suppose adult education could only take place by Internet,  
TV broadcast, radio broadcast, CDROM or DVD,  and telephone. Those  
with experience in delivering adult education at a distance -- many  
of you on this list -- would be asked to step forward and think  
through how to organize this adult education distance learning  
delivery system.

I have been thinking about this, and would like to invite you to  
think about it, too.  What would be needed to deliver all adult  
literacy education (including English language learning) by  
Internet?  What would the issues be?

? Access from home, including broadband access
? Good content online in all areas, all levels: ELL, basic literacy,  
ABE, ASE, Transition to higher ed, etc.
? Counseling
? Online training for participants using online learning -- including  
technology skills
? Online teachers/facilitators recruitment and initial training
? Ongoing professional development and training for online facilitators
? An online assessment system
? An online MIS
? How to provide services to low-literate adults and beginning level  
English language learners

What else?

How should this be organized? By community? By state? Nationally?  
Internationally? Some other way?

What pieces of such a distance learning system do we have now?  Can  
some of the Project IDEAL states -- and Florida, California and other  
states which may be doing distance learning -- do some of this -- or  
all of it now?  If so, tell us what is in place in these states.   
Could Alpha Plus or other Canadian models point the way? What about  
Australian and Irish (NALS) distance learning models?

Let's think together on this one, hoping we never have to use such as  
system under such calamitous conditions, but through the thinking and  
planning being prepared.  It may also suggest some things we should  
be doing whether there is an epidemic or not.

David J. Rosen
djrosen at comcast.net

From mariannf at lacnyc.org  Tue Nov 22 11:10:19 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Tue, 22 Nov 2005 11:10:19 -0500
Subject: [Technology] NYACCE Conference: call for proposals
In-Reply-To: <s37e0845.094@gwmail.northampton.edu>
Message-ID: <3.0.6.32.20051122111019.00cfb130@mail.psnyc.com>

The New York Association of Continuing/Community Education (NYACCE) reminds
adult educators, administrators, related professionals and interested
vendors of the annual conference scheduled for May 7-9, 2006 in Albany, NY. 
  
 Last year?s NYACCE conference attracted over 300 adult educators from
school districts, BOCES, NYSED, community organizations, libraries,
colleges, universities, job corps and more. We look forward to more
colleagues joining us this year!
  
 A call for presenters form is available at our website: www.nyacce.org. We
are seeking a variety of presentations from all areas of our field.
Suggested topics include:
 Community Education Projects
 Successful Community Partnerships
 English as a Second Language
 Family Literacy/Intergenerational Literacy
 GED Preparation
 Advocacy
 Alternative Youth Programs
 GED to College Transitions
 Continuing Education
 Workforce Investment
 Correctional Education
 Community Based Life Long Learning
 Learning Styles
 Instructional Strategies
 Professional Development
 DOL & DSS Related Programming
 Successful One Stop Partnerships
  
 Please consider an area of interest that you have and others may be
interested in learning. We look forward to many interesting submissions.
  
 Laurie Bargstedt
 Coordinator of Adult Literacy & Incarcerated Education
 HFM BOCES, Johnstown, NY 12095
 NYACCE Conference Chair 2006 www.nyacce.org
 nyacce at yahoo.com

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From tommy.mcdonell at nyu.edu  Tue Nov 22 11:18:58 2005
From: tommy.mcdonell at nyu.edu (Tommy B McDonell)
Date: Tue, 22 Nov 2005 11:18:58 -0500
Subject: [Technology] Distance learning -- an option or a necessity?
Message-ID: <90e28b910d94.910d9490e28b@nyu.edu>

David, finally a question I am really interested in--and finally 
someone who believes as I do that a listserv is to explore things. 

I taught for many years in NYC at the public library and the thought 
of teaching people how to learn online--just at the bare roots of 
technology--scares me. Not the teaching so much, but it scares me the 
number of people who could be left out of the loop. 

Do we really know how many people have access to technology of any 
kind?

I wonder if we really use the telephone enough in teaching. It was 
used more than 40 years ago in PA for distance ed, before we thought 
the computer was only way to teach. 

Could we start a grass roots "something" that would prepare for 
something like this, while other "experts" are supposedly planning 
what to do?

Just thoughts. 

while I hate the bird flu, I like the premise of this topic. Perhaps 
even if the flu does not come, we will learn more about educating 
people in a far reaching way. 

Tommy

Tommy B. McDonell 
Tommy.McDonell at nyu.edu 
Adjunct, Steinhardt School of Education 
tbr202 at nyu.edu 
Doctoral Candidate in TESOL at NYU 

Sales Agent, 
Debra Kameros Company Inc. http://www.debrakameros.com 
tm at debrakameros.com 
http://www.tommybmcdonell.com 

H: 212-929-6768 
F: 212-929-1129 
C: 917-514-1354 

----- Original Message ----- 
From: David Rosen <djrosen at comcast.net> 
Date: Tuesday, November 22, 2005 11:03 am 
Subject: [Technology] Distance learning -- an option or a necessity? 

> Technology Colleagues, 
> 
> Indulge me. This post may seem a bit of a stretch, but that's 
> what a 
> discussion forum is for -- a place to try out ideas. It also 
> follows 
> from a discussion here earlier this year on adult education 
> distance 
> learning. 
> 
> I have been thinking about Asian Bird Flu. I hope the predicted 
> epidemic does not come to pass, or if it does, that its scope is 
> tiny; but many experts claim that it is inevitable, and at a scale 
> 
> that could be between 5 and 50 million people afflicted. In 
> earlier 
> world epidemics, for safety reasons public gathering places were 
> closed or limited to only those that were essential. Schools were 
> 
> closed. 
> 
> Suppose schools in North America or in other parts of the world 
> actually were all closed, including all adult education schools 
> and 
> programs. Suppose adult education could only take place by 
> Internet, 
> TV broadcast, radio broadcast, CDROM or DVD, and telephone. Those 
> 
> with experience in delivering adult education at a distance -- 
> many 
> of you on this list -- would be asked to step forward and think 
> through how to organize this adult education distance learning 
> delivery system. 
> 
> I have been thinking about this, and would like to invite you to 
> think about it, too. What would be needed to deliver all adult 
> literacy education (including English language learning) by 
> Internet? What would the issues be? 
> 
> ? Access from home, including broadband access 
> ? Good content online in all areas, all levels: ELL, basic 
> literacy, 
> ABE, ASE, Transition to higher ed, etc. 
> ? Counseling 
> ? Online training for participants using online learning -- 
> including 
> technology skills 
> ? Online teachers/facilitators recruitment and initial training 
> ? Ongoing professional development and training for online 
> facilitators? An online assessment system 
> ? An online MIS 
> ? How to provide services to low-literate adults and beginning 
> level 
> English language learners 
> 
> What else? 
> 
> How should this be organized? By community? By state? Nationally? 
> Internationally? Some other way? 
> 
> What pieces of such a distance learning system do we have now? 
> Can 
> some of the Project IDEAL states -- and Florida, California and 
> other 
> states which may be doing distance learning -- do some of this -- 
> or 
> all of it now? If so, tell us what is in place in these states. 
> Could Alpha Plus or other Canadian models point the way? What 
> about 
> Australian and Irish (NALS) distance learning models? 
> 
> Let's think together on this one, hoping we never have to use such 
> as 
> system under such calamitous conditions, but through the thinking 
> and 
> planning being prepared. It may also suggest some things we 
> should 
> be doing whether there is an epidemic or not. 
> 
> David J. Rosen 
> djrosen at comcast.net 
> 
> 
> 
> ---------------------------------------------------- 
> National Insitute for Literacy 
> Technology and Literacy mailing list 
> Technology at dev.nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://dev.nifl.gov/mailman/listinfo/technology 
> 

From cchristensen at air.org  Tue Nov 22 11:37:33 2005
From: cchristensen at air.org (Christensen, Carol)
Date: Tue, 22 Nov 2005 08:37:33 -0800
Subject: [Technology] Distance learning -- an option or a necessity?
Message-ID: <DC59DD324318E44AA0C054AC1D7806BE04AFC342@ca1ex1.air.org>

I also like this question and will respond in depth later. However, I'd
like to add to Tommy's concern. When I read through David's posting, I
stopped cold at "broadband access." If we (the field) do not offer the
proposed distance education resources across a variety of new and old
media, and attempt to move the learners into a technology/Internet
environment only, wouldn't we further expand the divide by including
tools that require high speed access?

I agree with Tommy that that access to education in a situation of dire
necessity requires a broad sweep of inclusive thinking and planning.

Carol Christensen
Research Analyst

-----Original Message-----
From: technology-bounces at dev.nifl.gov
[mailto:technology-bounces at dev.nifl.gov] On Behalf Of Tommy B McDonell
Sent: Tuesday, November 22, 2005 8:19 AM
To: The Technology &amp; Literacy Discussion List
Subject: Re: [Technology] Distance learning -- an option or a necessity?

David, finally a question I am really interested in--and finally 
someone who believes as I do that a listserv is to explore things. 

I taught for many years in NYC at the public library and the thought 
of teaching people how to learn online--just at the bare roots of 
technology--scares me. Not the teaching so much, but it scares me the 
number of people who could be left out of the loop. 

Do we really know how many people have access to technology of any 
kind?

I wonder if we really use the telephone enough in teaching. It was 
used more than 40 years ago in PA for distance ed, before we thought 
the computer was only way to teach. 

Could we start a grass roots "something" that would prepare for 
something like this, while other "experts" are supposedly planning 
what to do?

Just thoughts. 

while I hate the bird flu, I like the premise of this topic. Perhaps 
even if the flu does not come, we will learn more about educating 
people in a far reaching way. 

Tommy

Tommy B. McDonell 
Tommy.McDonell at nyu.edu 
Adjunct, Steinhardt School of Education 
tbr202 at nyu.edu 
Doctoral Candidate in TESOL at NYU 

Sales Agent, 
Debra Kameros Company Inc. http://www.debrakameros.com 
tm at debrakameros.com 
http://www.tommybmcdonell.com 

H: 212-929-6768 
F: 212-929-1129 
C: 917-514-1354 

----- Original Message ----- 
From: David Rosen <djrosen at comcast.net> 
Date: Tuesday, November 22, 2005 11:03 am 
Subject: [Technology] Distance learning -- an option or a necessity? 

> Technology Colleagues, 
> 
> Indulge me. This post may seem a bit of a stretch, but that's 
> what a 
> discussion forum is for -- a place to try out ideas. It also 
> follows 
> from a discussion here earlier this year on adult education 
> distance 
> learning. 
> 
> I have been thinking about Asian Bird Flu. I hope the predicted 
> epidemic does not come to pass, or if it does, that its scope is 
> tiny; but many experts claim that it is inevitable, and at a scale 
> 
> that could be between 5 and 50 million people afflicted. In 
> earlier 
> world epidemics, for safety reasons public gathering places were 
> closed or limited to only those that were essential. Schools were 
> 
> closed. 
> 
> Suppose schools in North America or in other parts of the world 
> actually were all closed, including all adult education schools 
> and 
> programs. Suppose adult education could only take place by 
> Internet, 
> TV broadcast, radio broadcast, CDROM or DVD, and telephone. Those 
> 
> with experience in delivering adult education at a distance -- 
> many 
> of you on this list -- would be asked to step forward and think 
> through how to organize this adult education distance learning 
> delivery system. 
> 
> I have been thinking about this, and would like to invite you to 
> think about it, too. What would be needed to deliver all adult 
> literacy education (including English language learning) by 
> Internet? What would the issues be? 
> 
> * Access from home, including broadband access 
> * Good content online in all areas, all levels: ELL, basic 
> literacy, 
> ABE, ASE, Transition to higher ed, etc. 
> * Counseling 
> * Online training for participants using online learning -- 
> including 
> technology skills 
> * Online teachers/facilitators recruitment and initial training 
> * Ongoing professional development and training for online 
> facilitators* An online assessment system 
> * An online MIS 
> * How to provide services to low-literate adults and beginning 
> level 
> English language learners 
> 
> What else? 
> 
> How should this be organized? By community? By state? Nationally? 
> Internationally? Some other way? 
> 
> What pieces of such a distance learning system do we have now? 
> Can 
> some of the Project IDEAL states -- and Florida, California and 
> other 
> states which may be doing distance learning -- do some of this -- 
> or 
> all of it now? If so, tell us what is in place in these states. 
> Could Alpha Plus or other Canadian models point the way? What 
> about 
> Australian and Irish (NALS) distance learning models? 
> 
> Let's think together on this one, hoping we never have to use such 
> as 
> system under such calamitous conditions, but through the thinking 
> and 
> planning being prepared. It may also suggest some things we 
> should 
> be doing whether there is an epidemic or not. 
> 
> David J. Rosen 
> djrosen at comcast.net 
> 
> 
> 
> ---------------------------------------------------- 
> National Insitute for Literacy 
> Technology and Literacy mailing list 
> Technology at dev.nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://dev.nifl.gov/mailman/listinfo/technology 
> 

----------------------------------------------------
National Insitute for Literacy
Technology and Literacy mailing list
Technology at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/technology

From mariannf at lacnyc.org  Tue Nov 22 11:37:50 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Tue, 22 Nov 2005 11:37:50 -0500
Subject: [Technology] Distance learning -- an option or a necessity?
In-Reply-To: <C49555F5-4F8E-411D-9BC7-8E0642A1DB33@comcast.net>
Message-ID: <3.0.6.32.20051122113750.00cfb130@mail.psnyc.com>

Hello David and all,

David thank you for posting this, it is interesting and provocative to
think about the delivery of distance learning (DL) services under such
absolute conditions. It models the way much "hard science" is thought
through, for example studying climactic change by tracking changes that
take place at the Equator or North and South Poles, rather then in more
temperate climates.

I'll throw my hat in the ring first and encourage others to do so also.
Given our current state of internet access DL services would have to be
delivered through a variety of modalities (TV, telephone, mail
correspondence, internet).

If we want to think about what it would take to have an internet only
delivery system...
First, a number of municipalities are considering free and low-cost
citywide wireless access. Cities like Philadelphia have taken this on as a
government initiative rather then waiting for it to be led by the private
sector. I believe under the conditions of a widespread public health hazard
prevailed then Wi-Fi would come to be seen a a necessary public service
funded nationally and provided for at a state-wide level. This service
would be accessible through personal computer, cellphone or P.D.A.
There is getting these tools to people in need of the DL education services
ofcourse (something that would need to be subsidized), and then 
providing not only content-area instructional services (the language,
literacy, GED content) but also instruction on learning using that tool and
at a distance. Instructor professional development would be vitally
important in insuring a high quality service.

I'd be really interested in hearing from folks from around the country
involved in Project IDEAL on these questions and from others on the list.
Regards,
Mariann

At 11:03 AM 11/22/2005 -0500, you wrote:
>Technology Colleagues,
>
>Indulge me.  This post may seem a bit of a stretch, but that's what a  
>discussion forum is for -- a place to try out ideas. It also follows  
>from a discussion here earlier this year on adult education distance  
>learning.
>
>I have been thinking about Asian Bird Flu.  I hope the predicted  
>epidemic does not come to pass, or if it does, that its scope is  
>tiny; but many experts claim that it is inevitable, and at a scale  
>that could be between 5 and 50 million people afflicted.  In earlier  
>world epidemics, for safety reasons public gathering places were  
>closed or limited to only those that were essential.  Schools were  
>closed.
>
>Suppose schools in North America or in other parts of the world  
>actually were all closed, including all adult education schools and  
>programs.  Suppose adult education could only take place by Internet,  
>TV broadcast, radio broadcast, CDROM or DVD,  and telephone. Those  
>with experience in delivering adult education at a distance -- many  
>of you on this list -- would be asked to step forward and think  
>through how to organize this adult education distance learning  
>delivery system.
>
>I have been thinking about this, and would like to invite you to  
>think about it, too.  What would be needed to deliver all adult  
>literacy education (including English language learning) by  
>Internet?  What would the issues be?
>
>? Access from home, including broadband access
>? Good content online in all areas, all levels: ELL, basic literacy,  
>ABE, ASE, Transition to higher ed, etc.
>? Counseling
>? Online training for participants using online learning -- including  
>technology skills
>? Online teachers/facilitators recruitment and initial training
>? Ongoing professional development and training for online facilitators
>? An online assessment system
>? An online MIS
>? How to provide services to low-literate adults and beginning level  
>English language learners
>
>What else?
>
>How should this be organized? By community? By state? Nationally?  
>Internationally? Some other way?
>
>What pieces of such a distance learning system do we have now?  Can  
>some of the Project IDEAL states -- and Florida, California and other  
>states which may be doing distance learning -- do some of this -- or  
>all of it now?  If so, tell us what is in place in these states.   
>Could Alpha Plus or other Canadian models point the way? What about  
>Australian and Irish (NALS) distance learning models?
>
>Let's think together on this one, hoping we never have to use such as  
>system under such calamitous conditions, but through the thinking and  
>planning being prepared.  It may also suggest some things we should  
>be doing whether there is an epidemic or not.
>
>David J. Rosen
>djrosen at comcast.net
>
>
>
>----------------------------------------------------
>National Insitute for Literacy
>Technology and Literacy mailing list
>Technology at dev.nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://dev.nifl.gov/mailman/listinfo/technology
>
>
>

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From BENNETT at cotr.bc.ca  Tue Nov 22 11:48:23 2005
From: BENNETT at cotr.bc.ca (Bennett, Gina)
Date: Tue, 22 Nov 2005 09:48:23 -0700
Subject: [Technology] Distance learning -- an option or a necessity?
Message-ID: <B8CE89198577E948A8AEA73BF41E2091020FC85C@cotrmail.cotrnet.cotr.bc.ca>

Wow, David; you present an interesting (& not too far-fetched!)
scenario. I had not considered that distance education could become an
essential part of dealing with some kinds of emergency & emergency
recovery.

I live & work in a rural part of Canada, where I support distance
education at the literacy & postsecondary levels. I have had quite a bit
of experience working with AlphaPlus (AlphaRoute delivery) so perhaps I
can speak to that... AlphaRoute is an incredible collection of online
literacy learning resources and learning objects, but it makes no claims
about being a full literacy 'curriculum'. The literacy learner still
requires, in most cases, a tutor/mentor who can put the online
activities into some sort of context that makes sense to the learner.
The system is well-designed so that the mentor can communicate with the
learner online (there is an embedded, simple-to-use email program) but
if we were physically isolated (e.g. by quarantine) for more than a week
or two, I expect the learning experience would suffer.

So in answer to your question: what's missing in our current systems? I
would respond: a strong virtual community that can sustain the learner
through periods of physical separation, or at least until the learner
develops a sense of virtual identity & of 'being' online. I would LOVE
to do some research on this: what kinds of activities create a sense of
community online? There's been quite a bit done in this area for
postsecondary learners, but what's effective for literacy learners? I
think we need to go beyond the notion of just creating an "online
learning community" (lots on that) -- we need to research strategies
that will bring the literacy learner's existing community (maybe just
the family during a quarantine) into the fold. Stream of conciousness
here: I think we need to find ways to overlap the learner's current
community with their learning community. This, of course, is not just
true for distance learning modalities but for any kind of literacy
learning venture. But we will have to think outside the box to make this
work for distance education.

I agree with some of the other posters on this topic that we can't rely
on internet alone (certainly not just broadband) although a scenario
like this certainly adds some meat to the argument that internet access
is quickly becoming an 'essential service'...

-------------------
Gina Bennett
eLearning Support & Coordination
College of the Rockies
Box 8500
Cranbrook, BC  V1C 5L7
250.489.8287

-----Original Message-----
From: technology-bounces at dev.nifl.gov
[mailto:technology-bounces at dev.nifl.gov] On Behalf Of David Rosen
Sent: November 22, 2005 9:03 AM
To: The Discussion List Technology &amp; Literacy
Subject: [Technology] Distance learning -- an option or a necessity?

Technology Colleagues,

Indulge me.  This post may seem a bit of a stretch, but that's what a  
discussion forum is for -- a place to try out ideas. It also follows  
from a discussion here earlier this year on adult education distance  
learning.

I have been thinking about Asian Bird Flu.  I hope the predicted  
epidemic does not come to pass, or if it does, that its scope is  
tiny; but many experts claim that it is inevitable, and at a scale  
that could be between 5 and 50 million people afflicted.  In earlier  
world epidemics, for safety reasons public gathering places were  
closed or limited to only those that were essential.  Schools were  
closed.

Suppose schools in North America or in other parts of the world  
actually were all closed, including all adult education schools and  
programs.  Suppose adult education could only take place by Internet,  
TV broadcast, radio broadcast, CDROM or DVD,  and telephone. Those  
with experience in delivering adult education at a distance -- many  
of you on this list -- would be asked to step forward and think  
through how to organize this adult education distance learning  
delivery system.

I have been thinking about this, and would like to invite you to  
think about it, too.  What would be needed to deliver all adult  
literacy education (including English language learning) by  
Internet?  What would the issues be?

* Access from home, including broadband access
* Good content online in all areas, all levels: ELL, basic literacy,  
ABE, ASE, Transition to higher ed, etc.
* Counseling
* Online training for participants using online learning -- including  
technology skills
* Online teachers/facilitators recruitment and initial training *
Ongoing professional development and training for online facilitators *
An online assessment system * An online MIS * How to provide services to
low-literate adults and beginning level  
English language learners

What else?

How should this be organized? By community? By state? Nationally?  
Internationally? Some other way?

What pieces of such a distance learning system do we have now?  Can  
some of the Project IDEAL states -- and Florida, California and other  
states which may be doing distance learning -- do some of this -- or  
all of it now?  If so, tell us what is in place in these states.   
Could Alpha Plus or other Canadian models point the way? What about  
Australian and Irish (NALS) distance learning models?

Let's think together on this one, hoping we never have to use such as  
system under such calamitous conditions, but through the thinking and  
planning being prepared.  It may also suggest some things we should  
be doing whether there is an epidemic or not.

David J. Rosen
djrosen at comcast.net

----------------------------------------------------
National Insitute for Literacy
Technology and Literacy mailing list
Technology at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/technology

From EJacobson at air.org  Tue Nov 22 12:00:11 2005
From: EJacobson at air.org (Jacobson, Erik)
Date: Tue, 22 Nov 2005 09:00:11 -0800
Subject: [Technology] Distance learning -- an option or a necessity?
Message-ID: <DC59DD324318E44AA0C054AC1D7806BE05EB9E70@ca1ex1.air.org>

I share other posters concerns about access to up-to-date internet
technologies, and I think that radio should be integrated into the
outreach/delivery process. This is for several reasons (and not just
because I think radio is just about the coolest technology ever). 

1) For people who do not have internet access at all, the radio is still
a common way of getting information. In advance of, or in the midst of,
an epidemic it would probably be easier to develop radio specific
content than to identify and distribute computers to people that don't
have them, presuming you already have wifi everywhere (which is a big
assumption). 

2) Even if they have a computer and internet access, you may have people
unaccustomed to going online for education. They would not be regularly
checking the net, and phone calls to let them know about courses might
be too time consuming. Broadcasts on the radio about when and where
things will be available online might be more productive, and could
include some helpful hints about how to get started. 

3) English language learners listen to ethnic radio stations in a wide
variety of languages. For example, rather than trying to find somebody
who speaks Kurdish to make phone calls, broadcasts on Kurdish community
radio programs would cover much of the community. In addition, materials
could be adapted for radio lessons for that community - this would
probably be cheaper than trying to retrofit websites or web lessons
(say, in Kurdish). 
It would also help students whose English literacy skills might make
internet-based courses difficult. 

Erik 

-----Original Message-----
From: technology-bounces at dev.nifl.gov
[mailto:technology-bounces at dev.nifl.gov] On Behalf Of David Rosen
Sent: Tuesday, November 22, 2005 8:03 AM
To: The Discussion List Technology &amp; Literacy
Subject: [Technology] Distance learning -- an option or a necessity?

Technology Colleagues,

Indulge me.  This post may seem a bit of a stretch, but that's what a  
discussion forum is for -- a place to try out ideas. It also follows  
from a discussion here earlier this year on adult education distance  
learning.

I have been thinking about Asian Bird Flu.  I hope the predicted  
epidemic does not come to pass, or if it does, that its scope is  
tiny; but many experts claim that it is inevitable, and at a scale  
that could be between 5 and 50 million people afflicted.  In earlier  
world epidemics, for safety reasons public gathering places were  
closed or limited to only those that were essential.  Schools were  
closed.

Suppose schools in North America or in other parts of the world  
actually were all closed, including all adult education schools and  
programs.  Suppose adult education could only take place by Internet,  
TV broadcast, radio broadcast, CDROM or DVD,  and telephone. Those  
with experience in delivering adult education at a distance -- many  
of you on this list -- would be asked to step forward and think  
through how to organize this adult education distance learning  
delivery system.

I have been thinking about this, and would like to invite you to  
think about it, too.  What would be needed to deliver all adult  
literacy education (including English language learning) by  
Internet?  What would the issues be?

* Access from home, including broadband access
* Good content online in all areas, all levels: ELL, basic literacy,  
ABE, ASE, Transition to higher ed, etc.
* Counseling
* Online training for participants using online learning -- including  
technology skills
* Online teachers/facilitators recruitment and initial training
* Ongoing professional development and training for online facilitators
* An online assessment system
* An online MIS
* How to provide services to low-literate adults and beginning level  
English language learners

What else?

How should this be organized? By community? By state? Nationally?  
Internationally? Some other way?

What pieces of such a distance learning system do we have now?  Can  
some of the Project IDEAL states -- and Florida, California and other  
states which may be doing distance learning -- do some of this -- or  
all of it now?  If so, tell us what is in place in these states.   
Could Alpha Plus or other Canadian models point the way? What about  
Australian and Irish (NALS) distance learning models?

Let's think together on this one, hoping we never have to use such as  
system under such calamitous conditions, but through the thinking and  
planning being prepared.  It may also suggest some things we should  
be doing whether there is an epidemic or not.

David J. Rosen
djrosen at comcast.net

----------------------------------------------------
National Insitute for Literacy
Technology and Literacy mailing list
Technology at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/technology

From mariannf at lacnyc.org  Tue Nov 22 12:26:26 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Tue, 22 Nov 2005 12:26:26 -0500
Subject: [Technology] Distance learning -- an option or a necessity?
In-Reply-To: <90e28b910d94.910d9490e28b@nyu.edu>
Message-ID: <3.0.6.32.20051122122626.00cfb130@mail.psnyc.com>

Hello Tommy and all,

Please at any time feel free to pose questions to the list (just as David
did) that are of relevance and interest to you or forward suggestions to
me. This is a forum where we can all take initiative...no need to wait.

Regards,
Mariann

 At 11:18 AM 11/22/2005 -0500, you wrote:
>David, finally a question I am really interested in--and finally 
>someone who believes as I do that a listserv is to explore things. 
>
>I taught for many years in NYC at the public library and the thought 
>of teaching people how to learn online--just at the bare roots of 
>technology--scares me. Not the teaching so much, but it scares me the 
>number of people who could be left out of the loop. 
>
>Do we really know how many people have access to technology of any 
>kind?
>
>I wonder if we really use the telephone enough in teaching. It was 
>used more than 40 years ago in PA for distance ed, before we thought 
>the computer was only way to teach. 
>
>Could we start a grass roots "something" that would prepare for 
>something like this, while other "experts" are supposedly planning 
>what to do?
>
>Just thoughts. 
>
>while I hate the bird flu, I like the premise of this topic. Perhaps 
>even if the flu does not come, we will learn more about educating 
>people in a far reaching way. 
>
>Tommy
>
>Tommy B. McDonell 
>Tommy.McDonell at nyu.edu 
>Adjunct, Steinhardt School of Education 
>tbr202 at nyu.edu 
>Doctoral Candidate in TESOL at NYU 
>
>Sales Agent, 
>Debra Kameros Company Inc. http://www.debrakameros.com 
>tm at debrakameros.com 
>http://www.tommybmcdonell.com 
>
>
>H: 212-929-6768 
>F: 212-929-1129 
>C: 917-514-1354 
>
>
>
>----- Original Message ----- 
>From: David Rosen <djrosen at comcast.net> 
>Date: Tuesday, November 22, 2005 11:03 am 
>Subject: [Technology] Distance learning -- an option or a necessity? 
>
>> Technology Colleagues, 
>> 
>> Indulge me. This post may seem a bit of a stretch, but that's 
>> what a 
>> discussion forum is for -- a place to try out ideas. It also 
>> follows 
>> from a discussion here earlier this year on adult education 
>> distance 
>> learning. 
>> 
>> I have been thinking about Asian Bird Flu. I hope the predicted 
>> epidemic does not come to pass, or if it does, that its scope is 
>> tiny; but many experts claim that it is inevitable, and at a scale 
>> 
>> that could be between 5 and 50 million people afflicted. In 
>> earlier 
>> world epidemics, for safety reasons public gathering places were 
>> closed or limited to only those that were essential. Schools were 
>> 
>> closed. 
>> 
>> Suppose schools in North America or in other parts of the world 
>> actually were all closed, including all adult education schools 
>> and 
>> programs. Suppose adult education could only take place by 
>> Internet, 
>> TV broadcast, radio broadcast, CDROM or DVD, and telephone. Those 
>> 
>> with experience in delivering adult education at a distance -- 
>> many 
>> of you on this list -- would be asked to step forward and think 
>> through how to organize this adult education distance learning 
>> delivery system. 
>> 
>> I have been thinking about this, and would like to invite you to 
>> think about it, too. What would be needed to deliver all adult 
>> literacy education (including English language learning) by 
>> Internet? What would the issues be? 
>> 
>> ? Access from home, including broadband access 
>> ? Good content online in all areas, all levels: ELL, basic 
>> literacy, 
>> ABE, ASE, Transition to higher ed, etc. 
>> ? Counseling 
>> ? Online training for participants using online learning -- 
>> including 
>> technology skills 
>> ? Online teachers/facilitators recruitment and initial training 
>> ? Ongoing professional development and training for online 
>> facilitators? An online assessment system 
>> ? An online MIS 
>> ? How to provide services to low-literate adults and beginning 
>> level 
>> English language learners 
>> 
>> What else? 
>> 
>> How should this be organized? By community? By state? Nationally? 
>> Internationally? Some other way? 
>> 
>> What pieces of such a distance learning system do we have now? 
>> Can 
>> some of the Project IDEAL states -- and Florida, California and 
>> other 
>> states which may be doing distance learning -- do some of this -- 
>> or 
>> all of it now? If so, tell us what is in place in these states. 
>> Could Alpha Plus or other Canadian models point the way? What 
>> about 
>> Australian and Irish (NALS) distance learning models? 
>> 
>> Let's think together on this one, hoping we never have to use such 
>> as 
>> system under such calamitous conditions, but through the thinking 
>> and 
>> planning being prepared. It may also suggest some things we 
>> should 
>> be doing whether there is an epidemic or not. 
>> 
>> David J. Rosen 
>> djrosen at comcast.net 
>> 
>> 
>> 
>> ---------------------------------------------------- 
>> National Insitute for Literacy 
>> Technology and Literacy mailing list 
>> Technology at dev.nifl.gov 
>> To unsubscribe or change your subscription settings, please go to 
>> http://dev.nifl.gov/mailman/listinfo/technology 
>> 
>
>----------------------------------------------------
>National Insitute for Literacy
>Technology and Literacy mailing list
>Technology at dev.nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://dev.nifl.gov/mailman/listinfo/technology
>
>
>

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From bmoon at teachertech.us  Wed Nov 23 01:51:36 2005
From: bmoon at teachertech.us (Bruce Moon)
Date: Tue, 22 Nov 2005 22:51:36 -0800
Subject: [Technology] Distance learning -- an option or a necessity?
In-Reply-To: <3.0.6.32.20051122122626.00cfb130@mail.psnyc.com>
Message-ID: <20051123065142.E5FC5465FF@dev.nifl.gov>

While I am partial to computers, the cell phone may be the platform that has
the most potential for delivering lessons to the masses. It's portable, now
often includes a color screen, and the same chips that drive onboard games
can be used to deliver content with interaction as well. The cell phone
seems much more pervasive in the society than the personal computer.  You
can use plug-ins with web design software like Adobe GoLive and Dreamweaver
to design webpages for the cell phone platform.

When you spoke of the bird flu, I recalled something I read last year during
the SARS outbreak where teachers in Hong Kong delivered web-based lessons.
As I read about it at
http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2003/04/21
/BU190788.DTL I see that part of their system involved using a special
phone. Video on demand, TIVO, mp3 players, PDA's and other technologies are
poised to enable access to content that people want 24/7. They're primarily
being used for entertainment now, but imaginative teachers may be able to
seize the opportunity to extend education beyond the four walls and make
learning accessible to everyone. I think a key element is getting us as
educators to think outside of the box and imagine how we can make learning
more like the entertainment that is attracting people to use these
technologies. Personally, I am educating myself using podcasts that I
capture on the web and content I've ripped off CD's. Coupled with the
traditional books, pen and paper, I think there's a lot of potential in
these technologies for education, and there's not much of a learning curve
involved if we deal with what people already know and do.
Bruce Moon
Adult ESL instructor
Sacramento, CA

From MPappalardo at northampton.edu  Wed Nov 23 01:52:23 2005
From: MPappalardo at northampton.edu (Michele Pappalardo)
Date: Wed, 23 Nov 2005 01:52:23 -0500
Subject: [Technology] Distance learning -- an option or a
	necessity? (out of the office)
Message-ID: <s383cb68.001@gwmail.northampton.edu>

From djrosen at comcast.net  Wed Nov 23 07:52:33 2005
From: djrosen at comcast.net (David Rosen)
Date: Wed, 23 Nov 2005 07:52:33 -0500
Subject: [Technology] Distance learning -- an option or a necessity?
In-Reply-To: <90e28b910d94.910d9490e28b@nyu.edu>
References: <90e28b910d94.910d9490e28b@nyu.edu>
Message-ID: <C9266C21-4ACE-4243-8AD8-632BAFD0C408@comcast.net>

Hi Tommy and others,

On Nov 22, 2005, at 11:18 AM, Tommy B McDonell wrote:

> Do we really know how many people have access to technology of any  
> kind?

Yes, we do, and the percentage of people in the U.S. who have access  
to computers, to the Internet, and even broadband has increased  
significantly.

"On a typical day at the end of 2004, some 70 million American adults  
logged onto the Internet to use email, get news, access government  
information, check out health and medical information, participate in  
auctions, book travel reservations, research their genealogy, gamble,  
seek out romantic partners, and engage in countless other activities.  
That represents a 37 percent increase from the 51 million Americans  
who were online on an average day in 2000 when the Pew Internet &  
American Life Project began its study of online life."

"The Web has become the ?new normal? in the American way of life;  
those who don?t go online constitute an ever-shrinking minority. And  
as the online population has grown rapidly, its composition has  
changed rapidly. At the infant stage, the Internet?s user population  
was dominated by young, white men who had high incomes and plenty of  
education. As it passed into its childhood years in 1999 and 2000,  
the population went mainstream; women reached parity and then  
overtook men online, lots more minority families joined the party,  
and more people with modest levels of income and education came online."

Pew internet and American life Project, Reports: Internet Evolution  
http://www.pewinternet.org/PPF/r/148/report_display.asp

> I wonder if we really use the telephone enough in teaching. It was  
> used more than 40 years ago in PA for distance ed, before we thought
> the computer was only way to teach.

In addition to the ubiquitous cell phone, Internet telephony (Skype  
and Gizmoproject, for example) make free or very low-cost long  
distance telephoning a reality now.  Although it's better with  
broadband, it can be used with dial-up.  This means that it would be  
possible to have a 24/7/365 worldwide telephone tutoring service  
which accompanied CD or DVD, online or TV broadcast curriculum and  
instruction products.  For example, with internet telephony and an  
online English language learning program an ELL(ESL/ESOL)  
intermediate level student could have real-time telephone group  
language learning (a class by telephone) and tutorials (by telephone,  
e-mail, and/or instant message) while pursuing video-driven lessons.  
All from home or work.  Is this futuristic?  No.  It can be done  
(maybe is being done) now.  Using (free) English For All, Crossroads  
Cafe, or Connect with English, for example, and an online tutoring  
service (note real teachers and tutors are required, not natural  
language databases!), if there were sufficient demand telephone ELL  
classes could be offered by currriculum level several times a day and  
students could log in to a convenient class or change to a different  
class schedule as needed.  Teachers (from all continents) could teach  
24 hours a day. a student in the U.S. who wanted a class at 2:00 A.M.  
could ahve a wide-awake teacher online or by phone from the  
Philippines or Australia, for example.

ELL students -- to an even greater degree than ABE students -- have  
(and increasingly are getting) broadband access because free  
telephony means they can save on long distance phone calls to family  
and friends  back home. Internet telephony and desktop  
videoconferencing are "killer applications" for those with family and  
friends overseas.  In some cases the investment in a computer and Web  
access pays for itself in months. (ELL teachers -- have you asked  
your students how many have access to the web at home?  What do they  
say?)

> Could we start a grass roots "something" that would prepare for  
> something like this, while other "experts" are supposedly planning  
> what to do?

Yes -- what I have described above could be done to some extent on a  
smaller scale in a city or state.  For example, Portland State  
University, as follow up to an adult education longitudinal study  
(Reder and Strawn), is designing a Web portal that does some of this  
-- anyone have more information on that?  And how about Alpha Plus/ 
Alpha Route -- to what extent does is that an example of this?  What  
else is there?

The National Adult Literacy Agency in Ireland (NALA) has TV ABE  
programs (with free accompanying print materials)  which are so  
popular that they have better ratings than some soap operas, and they  
are broadcast in prime time.  They did some research a year or two  
ago to find out if participants wanted to enroll in programs (they  
call them "schemes") and learned that participants did not -- because  
they had been in programs and found TV learning more suitable, or  
because they didn't want anyone in their village to know they  
couldn't read.  When asked if they wanted a telephone tutor -- once  
it was explained what that meant -- most were interested.  I wonder  
if NALA are offering telephone tutoring now.  Does anyone know if  
telephone tutoring is being offered in adult education anywhere?
If so, please let us know.

David J. Rosen
djrosen at comcast.net

From djrosen at comcast.net  Wed Nov 23 07:58:40 2005
From: djrosen at comcast.net (David Rosen)
Date: Wed, 23 Nov 2005 07:58:40 -0500
Subject: [Technology] Distance learning -- an option or a necessity?
In-Reply-To: <B8CE89198577E948A8AEA73BF41E2091020FC85C@cotrmail.cotrnet.cotr.bc.ca>
References: <B8CE89198577E948A8AEA73BF41E2091020FC85C@cotrmail.cotrnet.cotr.bc.ca>
Message-ID: <9CE79A4C-DB15-496A-84FB-458C14B3C64D@comcast.net>

Hello Gina,

Thanks for this informative reply about AlphaPlus/AlphaRoute.  I have  
some questions about this (interspersed below):

Davdi J. Rosen
djrosen at comcast.net

On Nov 22, 2005, at 11:48 AM, Bennett, Gina wrote:

> Wow, David; you present an interesting (& not too far-fetched!)
> scenario. I had not considered that distance education could become an
> essential part of dealing with some kinds of emergency & emergency
> recovery.
>
> I live & work in a rural part of Canada, where I support distance
> education at the literacy & postsecondary levels. I have had quite  
> a bit
> of experience working with AlphaPlus (AlphaRoute delivery) so  
> perhaps I
> can speak to that... AlphaRoute is an incredible collection of online
> literacy learning resources and learning objects, but it makes no  
> claims
> about being a full literacy 'curriculum'. The literacy learner still
> requires, in most cases, a tutor/mentor who can put the online
> activities into some sort of context that makes sense to the learner.

Tell us more about how this works.  Where t=do the mentors come  
from?  How are they trained? Are they paid? What services do they  
provide? Does a student have one mentor or many?
> The system is well-designed so that the mentor can communicate with  
> the
> learner online (there is an embedded, simple-to-use email program) but
> if we were physically isolated (e.g. by quarantine) for more than a  
> week
> or two, I expect the learning experience would suffer.

Why would it suffer?  What else would it need?

> So in answer to your question: what's missing in our current  
> systems? I
> would respond: a strong virtual community that can sustain the learner
> through periods of physical separation, or at least until the learner
> develops a sense of virtual identity & of 'being' online. I would LOVE
> to do some research on this: what kinds of activities create a  
> sense of
> community online? There's been quite a bit done in this area for
> postsecondary learners, but what's effective for literacy learners? I
> think we need to go beyond the notion of just creating an "online
> learning community" (lots on that) -- we need to research strategies
> that will bring the literacy learner's existing community (maybe just
> the family during a quarantine) into the fold. Stream of conciousness
> here: I think we need to find ways to overlap the learner's current
> community with their learning community. This, of course, is not just
> true for distance learning modalities but for any kind of literacy
> learning venture. But we will have to think outside the box to make  
> this
> work for distance education.

Why couldn't this happen now?  Why couldn't friends and families of  
learners enroll together?

> I agree with some of the other posters on this topic that we can't  
> rely
> on internet alone (certainly not just broadband) although a scenario
> like this certainly adds some meat to the argument that internet  
> access
> is quickly becoming an 'essential service'...
>
> -------------------
> Gina Bennett
> eLearning Support & Coordination
> College of the Rockies
> Box 8500
> Cranbrook, BC  V1C 5L7
> 250.489.8287
>
>
> -----Original Message-----
> From: technology-bounces at dev.nifl.gov
> [mailto:technology-bounces at dev.nifl.gov] On Behalf Of David Rosen
> Sent: November 22, 2005 9:03 AM
> To: The Discussion List Technology &amp; Literacy
> Subject: [Technology] Distance learning -- an option or a necessity?
>
>
> Technology Colleagues,
>
> Indulge me.  This post may seem a bit of a stretch, but that's what a
> discussion forum is for -- a place to try out ideas. It also follows
> from a discussion here earlier this year on adult education distance
> learning.
>
> I have been thinking about Asian Bird Flu.  I hope the predicted
> epidemic does not come to pass, or if it does, that its scope is
> tiny; but many experts claim that it is inevitable, and at a scale
> that could be between 5 and 50 million people afflicted.  In earlier
> world epidemics, for safety reasons public gathering places were
> closed or limited to only those that were essential.  Schools were
> closed.
>
> Suppose schools in North America or in other parts of the world
> actually were all closed, including all adult education schools and
> programs.  Suppose adult education could only take place by Internet,
> TV broadcast, radio broadcast, CDROM or DVD,  and telephone. Those
> with experience in delivering adult education at a distance -- many
> of you on this list -- would be asked to step forward and think
> through how to organize this adult education distance learning
> delivery system.
>
> I have been thinking about this, and would like to invite you to
> think about it, too.  What would be needed to deliver all adult
> literacy education (including English language learning) by
> Internet?  What would the issues be?
>
> * Access from home, including broadband access
> * Good content online in all areas, all levels: ELL, basic literacy,
> ABE, ASE, Transition to higher ed, etc.
> * Counseling
> * Online training for participants using online learning -- including
> technology skills
> * Online teachers/facilitators recruitment and initial training *
> Ongoing professional development and training for online  
> facilitators *
> An online assessment system * An online MIS * How to provide  
> services to
> low-literate adults and beginning level
> English language learners
>
> What else?
>
> How should this be organized? By community? By state? Nationally?
> Internationally? Some other way?
>
> What pieces of such a distance learning system do we have now?  Can
> some of the Project IDEAL states -- and Florida, California and other
> states which may be doing distance learning -- do some of this -- or
> all of it now?  If so, tell us what is in place in these states.
> Could Alpha Plus or other Canadian models point the way? What about
> Australian and Irish (NALS) distance learning models?
>
> Let's think together on this one, hoping we never have to use such as
> system under such calamitous conditions, but through the thinking and
> planning being prepared.  It may also suggest some things we should
> be doing whether there is an epidemic or not.
>
> David J. Rosen
> djrosen at comcast.net
>
>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Technology and Literacy mailing list
> Technology at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/technology
>
> ----------------------------------------------------
> National Insitute for Literacy
> Technology and Literacy mailing list
> Technology at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/technology

From djrosen at comcast.net  Wed Nov 23 08:04:15 2005
From: djrosen at comcast.net (David Rosen)
Date: Wed, 23 Nov 2005 08:04:15 -0500
Subject: [Technology] Distance learning -- an option or a necessity?
In-Reply-To: <DC59DD324318E44AA0C054AC1D7806BE05EB9E70@ca1ex1.air.org>
References: <DC59DD324318E44AA0C054AC1D7806BE05EB9E70@ca1ex1.air.org>
Message-ID: <3FD2A2E4-FF2A-4348-B482-46BD6DEE482B@comcast.net>

Hello Erik and others,

On Nov 22, 2005, at 12:00 PM, Jacobson, Erik wrote:

> I share other posters concerns about access to up-to-date internet
> technologies, and I think that radio should be integrated into the
> outreach/delivery process. This is for several reasons (and not just
> because I think radio is just about the coolest technology ever).

I love radio too -- it's a warm medium -- the hearth in our  
household.  How do you see radio being used in this context?
Here's one example -- from Southern Mindanao in the Philippines: The  
Notre Dame Foundation/Women in Economic development program has a  
project that supports community radio stations in Mindanao  
(broadcasting in a variety of languages.) With the proliferation of  
cell phones -- even in the very poorest communities -- there are  
community education call-in programs.  Using this medium and format  
one could -- on a larger scale have a daily or weekly radio show  
around a particular curricuum (on CD-ROM on broadcast on TV or on the  
Web)

Other ideas?

David J. Rosen
djrosen at comcast.net

> 1) For people who do not have internet access at all, the radio is  
> still
> a common way of getting information. In advance of, or in the midst  
> of,
> an epidemic it would probably be easier to develop radio specific
> content than to identify and distribute computers to people that don't
> have them, presuming you already have wifi everywhere (which is a big
> assumption).
>
> 2) Even if they have a computer and internet access, you may have  
> people
> unaccustomed to going online for education. They would not be  
> regularly
> checking the net, and phone calls to let them know about courses might
> be too time consuming. Broadcasts on the radio about when and where
> things will be available online might be more productive, and could
> include some helpful hints about how to get started.
>
> 3) English language learners listen to ethnic radio stations in a wide
> variety of languages. For example, rather than trying to find somebody
> who speaks Kurdish to make phone calls, broadcasts on Kurdish  
> community
> radio programs would cover much of the community. In addition,  
> materials
> could be adapted for radio lessons for that community - this would
> probably be cheaper than trying to retrofit websites or web lessons
> (say, in Kurdish).
> It would also help students whose English literacy skills might make
> internet-based courses difficult.
>
> Erik
>
>
>
>
> -----Original Message-----
> From: technology-bounces at dev.nifl.gov
> [mailto:technology-bounces at dev.nifl.gov] On Behalf Of David Rosen
> Sent: Tuesday, November 22, 2005 8:03 AM
> To: The Discussion List Technology &amp; Literacy
> Subject: [Technology] Distance learning -- an option or a necessity?
>
> Technology Colleagues,
>
> Indulge me.  This post may seem a bit of a stretch, but that's what a
> discussion forum is for -- a place to try out ideas. It also follows
> from a discussion here earlier this year on adult education distance
> learning.
>
> I have been thinking about Asian Bird Flu.  I hope the predicted
> epidemic does not come to pass, or if it does, that its scope is
> tiny; but many experts claim that it is inevitable, and at a scale
> that could be between 5 and 50 million people afflicted.  In earlier
> world epidemics, for safety reasons public gathering places were
> closed or limited to only those that were essential.  Schools were
> closed.
>
> Suppose schools in North America or in other parts of the world
> actually were all closed, including all adult education schools and
> programs.  Suppose adult education could only take place by Internet,
> TV broadcast, radio broadcast, CDROM or DVD,  and telephone. Those
> with experience in delivering adult education at a distance -- many
> of you on this list -- would be asked to step forward and think
> through how to organize this adult education distance learning
> delivery system.
>
> I have been thinking about this, and would like to invite you to
> think about it, too.  What would be needed to deliver all adult
> literacy education (including English language learning) by
> Internet?  What would the issues be?
>
> * Access from home, including broadband access
> * Good content online in all areas, all levels: ELL, basic literacy,
> ABE, ASE, Transition to higher ed, etc.
> * Counseling
> * Online training for participants using online learning -- including
> technology skills
> * Online teachers/facilitators recruitment and initial training
> * Ongoing professional development and training for online  
> facilitators
> * An online assessment system
> * An online MIS
> * How to provide services to low-literate adults and beginning level
> English language learners
>
> What else?
>
> How should this be organized? By community? By state? Nationally?
> Internationally? Some other way?
>
> What pieces of such a distance learning system do we have now?  Can
> some of the Project IDEAL states -- and Florida, California and other
> states which may be doing distance learning -- do some of this -- or
> all of it now?  If so, tell us what is in place in these states.
> Could Alpha Plus or other Canadian models point the way? What about
> Australian and Irish (NALS) distance learning models?
>
> Let's think together on this one, hoping we never have to use such as
> system under such calamitous conditions, but through the thinking and
> planning being prepared.  It may also suggest some things we should
> be doing whether there is an epidemic or not.
>
> David J. Rosen
> djrosen at comcast.net
>
>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Technology and Literacy mailing list
> Technology at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/technology
>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Technology and Literacy mailing list
> Technology at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/technology

From klayton at northampton.edu  Wed Nov 23 08:26:59 2005
From: klayton at northampton.edu (Karen Layton )
Date: Wed, 23 Nov 2005 08:26:59 -0500
Subject: [Technology] Distance Learning . . . option or necessity/ ACCESS
	issues
Message-ID: <s38427dc.088@gwmail.northampton.edu>

David:

So now you have taken me out of my comfortable position of lurker,
smack into what will become, no doubt, a lively exchange of ideas,
opinions, and experiences. Thanks David, for inspiring me to get out of
my zone.

For the past five years, I have been working with distance GED
students. The majority of these students participate in what would be
considered a correspondence course.  Most of the contact is through mail
or by phone, with an occasional drop-in tutoring session. Few students
request an online course.  Even those whose initial request for course
information is via online registration, later explain that they do not
have computer access and had used a friend's or family member's
computer to register online.

This experience leads me to believe that the best distance avenue for
the adult literacy population is through the most accessible
technologies- mail, phone, tv/video or radio.  Of course, each of these
has its particular strengths, and matching those to the content areas is
key. But this is a given.  What is really important is the accessibility
issue- it does no good to develop an online course, when no one can
"virtually" get there.  I've learned this from experience. 
There are students who may never own a computer- and I just can't see
leaving them behind because of the lack thereof.  There will be
discussion about doing these students a disservice by not forcing them
to use technology, but many will be exposed to computers in their jobs,
and the options for those jobs will broaden once they complete the GED. 
I don't mean to imply that the correspondence-type course is the only
means to be offered.  We offer the student online instruction as well,
and it is largely the student's choice of medium.

You've provided for quite a broad discussion here.  There is much to
discuss here, but I wanted to dwell on the access issue as a first
response.

Thanks again, David, for the inspiration.
 

Karen Layton, M.Ed.
Instructional Manager, Technology and Distance Education
Center for Adult Literacy & Basic Workforce Development
Northampton Community College
570-688-9173
klayton at northampton.edu

From BENNETT at cotr.bc.ca  Wed Nov 23 11:39:56 2005
From: BENNETT at cotr.bc.ca (Bennett, Gina)
Date: Wed, 23 Nov 2005 09:39:56 -0700
Subject: [Technology] Distance learning -- an option or a necessity?
Message-ID: <B8CE89198577E948A8AEA73BF41E2091020FC86A@cotrmail.cotrnet.cotr.bc.ca>

Hi David, let me see if I can respond to your questions re: AlphaRoute.

AlphaRoute has been, until fairly recently, an online literacy resource
mostly limited to the province of Ontario. It is gradually being rolled
out nationally & my college has been a bit of a pioneer, pilotting it in
the province of BC. Our students have really enjoyed their AlphaRoute
involvement. Our experience indicates that as long as the mentor has a
positive attitude towards learning with the computer, the learner
welcomes the computer as a learning tool.

The mentors for our project have all been volunteers. We provide a
half-day training session (either in small groups or one-to-one) & then
we support the mentors mostly by email or phone afterwards. Each learner
is paired with one mentor, although occasionally a mentor will support
more than one learner. The mentor usually tries to meet with the learner
(in person) once a week, & then responds to messages, marks completed
assignments, & gives feedback by email. Of course, they also provide
that essential 'soft' support: encouragement, problem-solving, &
modelling good learning behaviour. Sometimes they use the phone.

(In Ontario, it's my understanding that instructors in literacy programs
provide the mentorship role to a group of their students, as a part of
their paid work.)

You asked: what else does this system need in order to function well at
a distance? I think if the learner already 'has a life' online (e.g.
checks email regularly, uses a webcam perhaps, chats with friends), then
they would be able to participate in a supportive relationship with
their mentor online. But it takes a while for some learners to get that
comfortable with the technology. The technology really has to become
transparent for them (or for anybody!) before they can "feel" the
support, encouragement etc. through/in spite of the medium. Just my
opinion, of course -- but if the learners don't feel a support network,
many of them will fail to persevere. That distance support network has
to become tangible. 

You also asked: Why couldn't friends and families of learners enroll
together (i.e. to build & extend the learning community)? Well, of
course they COULD! It's just... I think this is an area that's not
researched well enough yet. How do we develop, promote, & extend online
learning communities for literacy-level students? How do we create an
online "sense of place" & provide an effective, warm online support
system?

Gina

>
> -------------------
> Gina Bennett
> eLearning Support & Coordination
> College of the Rockies
> Box 8500
> Cranbrook, BC  V1C 5L7
> 250.489.8287
>

From djrosen at comcast.net  Wed Nov 23 22:26:24 2005
From: djrosen at comcast.net (David Rosen)
Date: Wed, 23 Nov 2005 22:26:24 -0500
Subject: [Technology] Distance Learning . . . option or necessity/ ACCESS
	issues/Curriculum
In-Reply-To: <s38427dc.088@gwmail.northampton.edu>
References: <s38427dc.088@gwmail.northampton.edu>
Message-ID: <7F92B249-6E8F-4959-90CF-7B5D30234D35@comcast.net>

Hello Karen and others,

Access is important.  I agree that any system needs to provide  
options for those who don't have access to or don't want to use  
computers.  I think that Snail Mail and telephone, along with  
videotapes/DVDs and radio and/or TV broadcasts, should be the  
elements of a low-tech DL system.  Both the high tech and low-tech  
systems need a curriculum -- actually several curricula -- one for  
each level of ELL and ABE and ASE (including transition to college).   
We have national content standards now : EFF and SCANS, for example.   
And some of the DL products may be considered a curriculum (for one  
or two levels at least, but I think there is a great deal of work to  
be done in this area.

Let me try something, and see what you think:

Suppose we used the NRS levels for ELL and ABE (not because they are  
exemplary but because many people are familiar with them) and tried  
to identify existing online or other digital curricula for each of  
these.  What would work, and what would be the gaps.  I'll start by  
adding a few products for examples -- but please offer suggestions of  
other digital curricula which could be used -- and tell me if I  
misunderstood the range of the curriculum products I listed. I have  
only listed products which  might be considered a curriculum, not  
supplementary digital instruction or broadcast materials.

ELL/ESOL/ESL LEVELS

1. Beginning ESL Literacy
2. Beginning ESL
3. Low Intermediate ESL (English for All, Crossroads Cafe, Connect  
with English)
4. High Intermediate ESL  (English for All, Crossroads Cafe, Connect  
with English)
5. Low Advanced ESL
6. High Advanced ESL

ABE LEVELS

1. Beginning ABE Literacy
2. Beginning Basic Education  (PLATO, Skills Tutor)
3. Low Intermediate Basic Education  (PLATO, Skills Tutor)
4. High intermediate Basic education  (PLATO, Skills Tutor)
5. Low Adult Secondary education  (PLATO, Skills Tutor, GED Connection)
6. High Adult Secondary education  (PLATO, Skills Tutor, GED Connection)

WORKPLACE and WORKFORCE SKILLS

Workplace Essential Skills

David J. Rosen
djrosen at comcast.net

On Nov 23, 2005, at 8:26 AM, Karen Layton wrote:

> David:
>
> So now you have taken me out of my comfortable position of lurker,
> smack into what will become, no doubt, a lively exchange of ideas,
> opinions, and experiences. Thanks David, for inspiring me to get  
> out of
> my zone.
>
> For the past five years, I have been working with distance GED
> students. The majority of these students participate in what would be
> considered a correspondence course.  Most of the contact is through  
> mail
> or by phone, with an occasional drop-in tutoring session. Few students
> request an online course.  Even those whose initial request for course
> information is via online registration, later explain that they do not
> have computer access and had used a friend's or family member's
> computer to register online.
>
> This experience leads me to believe that the best distance avenue for
> the adult literacy population is through the most accessible
> technologies- mail, phone, tv/video or radio.  Of course, each of  
> these
> has its particular strengths, and matching those to the content  
> areas is
> key. But this is a given.  What is really important is the  
> accessibility
> issue- it does no good to develop an online course, when no one can
> "virtually" get there.  I've learned this from experience.
> There are students who may never own a computer- and I just can't see
> leaving them behind because of the lack thereof.  There will be
> discussion about doing these students a disservice by not forcing them
> to use technology, but many will be exposed to computers in their  
> jobs,
> and the options for those jobs will broaden once they complete the  
> GED.
> I don't mean to imply that the correspondence-type course is the only
> means to be offered.  We offer the student online instruction as well,
> and it is largely the student's choice of medium.
>
> You've provided for quite a broad discussion here.  There is much to
> discuss here, but I wanted to dwell on the access issue as a first
> response.
>
> Thanks again, David, for the inspiration.
>
>
>
> Karen Layton, M.Ed.
> Instructional Manager, Technology and Distance Education
> Center for Adult Literacy & Basic Workforce Development
> Northampton Community College
> 570-688-9173
> klayton at northampton.edu
>
> ----------------------------------------------------
> National Insitute for Literacy
> Technology and Literacy mailing list
> Technology at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/technology

From irshat at yahoo.com  Fri Nov 25 11:43:01 2005
From: irshat at yahoo.com (Irshat Madyarov)
Date: Fri, 25 Nov 2005 08:43:01 -0800 (PST)
Subject: [Technology] distance course evaluation
In-Reply-To: <E43278D67408F248838A1BDB75430605ECEB82@EV-SERVER.hcdemain.hcde.loc>
Message-ID: <20051125164302.8885.qmail@web31212.mail.mud.yahoo.com>

Dear all, 
   
  Is anyone aware of an approach (approaches) to evaluating effectiveness of distance language courses? I'm looking for something that can be used as the main theoretical framework for course evaluations in the field of distance learning (DL), or if possible, more specifically, DL and language instruction.
   
  Thank you! 
   
  Irshat Madyarov, 
  PhD student in Second Language Acquisition and Instructional Technology, 
  University of South Florida

		
---------------------------------
 Yahoo! Personals
 Single? There's someone we'd like you to meet.
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From djrosen at comcast.net  Sat Nov 26 10:53:06 2005
From: djrosen at comcast.net (David Rosen)
Date: Sat, 26 Nov 2005 10:53:06 -0500
Subject: [Technology] Distance learning -- an option or a necessity?
In-Reply-To: <B8CE89198577E948A8AEA73BF41E2091020FC86A@cotrmail.cotrnet.cotr.bc.ca>
References: <B8CE89198577E948A8AEA73BF41E2091020FC86A@cotrmail.cotrnet.cotr.bc.ca>
Message-ID: <093A8CD2-7A21-4911-A147-D5EEBAF3D02A@comcast.net>

Hello Gina, and others,

Here are some thoughts about building community online using  
technology.  In this scenario I am assuming that a potential adult  
learner has little or no experience with a computer and does not own  
one.

Let's assume we have a learner with intermediate level literacy  
skills in English  who has a new (for her) computer and an interest  
in getting online to take a basic skills course, but has not  
purchased Internet service.  She gets a one-page, easy-to-read notice  
with the computer (which she got inexpensively on a one-year or two- 
year lease/purchase agreement) which says "For help in setting up  
your computer, call this phone number."  Online technical assistance  
is provided 24/7 by a pool of people who have been adult learners who  
now have their high school equivalencies.  They have been trained to  
help new users set up their computers and to help them with basic  
computer operations. They are backed up by techies. When they talk  
with a new user  for the first time, they:

1. Explain that they are there to help, that the service is free,  
that the new user can call as often as she wishes
2. Give their name and phone extension (or other identifier) so that  
the new user could ask for them by name
3. Ask the new user, if this hasn't been done yet, to take the  
computer (monitor, internal CD-ROM player, printer, hard copy  
manuals, software and surge protector) out of the box and choose a  
place for it to be set up (on a table, near a wall plug, and perhaps  
near a telephone outlet or cable modem outlet)
4. Walk the new user through setting up the computer, printer and  
modem, one step at a time, then through testing it out, and
5. Ask the new user if they want Internet access, and if so walk them  
through the options, and then ask them to call back once they have  
chosen one.

There is a another set of steps for the ISP installation phone call.

Once the ISP is operational, there is another set of steps for  
opening a browser, for using e-mail, for using an online messenger  
(such as Instant Messenger),for using Internet telephony, and  for  
using (free multi-tool office software program) Open Office.  These  
are all described in plain English in the manual, but are also  
available by telephone.  After e-mail is set up, the New user is  
asked to practice this by sending the online T.A. person questions by  
e-mail or Messenger. Gradually, e-mail and messaging are increased,  
but telephone is always an option.

Another set of steps -- and perhaps a different person -- for the  
software installation

Another set of steps for an introduction to installing and using the  
CD-ROM introduction to using the software.

A new person -- a mentor or tutor who is available to answer  
questions about the instruction software and/or the online learning  
environment.  The student (no longer a "new person" is asked to  
enroll in an introductory online course on using Open Office ( and  
maybe internet telephony and other tools) while beginning a course or  
computer-assisted instruction module in an adult education or  
Literacy topic area/level.  The student is increasingly connected  
through e-mail, internet telephony and messaging, to other students  
in the course or study area the student is interested in.  Community  
begins to be built.  A tutor and/or mentor is still always available,  
but now there are others who can help, too, people online who are:  
"study buddies", online learning group members, resource people,  
etc.  At this point perhaps there is an environment like AlphaRoute  
(see free guided tour at http://english.alpharoute.org/) which by  
design helps to build community online.  Also, at this point the  
learner is encouraged to consider talking about this online way of  
learning with friends and family to see if they want to enroll too.

 From this point on, the lessons, the virtual learning environment,  
and the tutor/mentor all refer to other ways of learning: self-study,  
online research, online tutorials, online study diads, study groups,  
courses, online apprenticeships, internet telephone conferencing  
(maybe even video conferencing) etc. so that the student fully uses  
the online learning community as well as becoming a good information  
researcher and independent learner.  The goal is to have the online  
community be as fully interactive as a good family, classroom, club,  
faith-based, or other community where one feels a sense of purpose,  
belonging and connectedness, caring and support.

What would you (anyone reading this) add to or change in this  
scenario?  What's missing?  What other ways (radio, or  
videocassettes, for example) could supplement some of these steps?    
Does anyone know of an existing model that looks something like  
this?  Could anyone envision this happening with a handheld device --  
a Blackberry or Ipod telephone -- instead of a desktop computer?

David J. Rosen
djrosen at comcast.net

On Nov 23, 2005, at 11:39 AM, Bennett, Gina wrote:

> Hi David, let me see if I can respond to your questions re:  
> AlphaRoute.
>
> AlphaRoute has been, until fairly recently, an online literacy  
> resource
> mostly limited to the province of Ontario. It is gradually being  
> rolled
> out nationally & my college has been a bit of a pioneer, pilotting  
> it in
> the province of BC. Our students have really enjoyed their AlphaRoute
> involvement. Our experience indicates that as long as the mentor has a
> positive attitude towards learning with the computer, the learner
> welcomes the computer as a learning tool.
>
> The mentors for our project have all been volunteers. We provide a
> half-day training session (either in small groups or one-to-one) &  
> then
> we support the mentors mostly by email or phone afterwards. Each  
> learner
> is paired with one mentor, although occasionally a mentor will support
> more than one learner. The mentor usually tries to meet with the  
> learner
> (in person) once a week, & then responds to messages, marks completed
> assignments, & gives feedback by email. Of course, they also provide
> that essential 'soft' support: encouragement, problem-solving, &
> modelling good learning behaviour. Sometimes they use the phone.
>
> (In Ontario, it's my understanding that instructors in literacy  
> programs
> provide the mentorship role to a group of their students, as a part of
> their paid work.)
>
> You asked: what else does this system need in order to function  
> well at
> a distance? I think if the learner already 'has a life' online (e.g.
> checks email regularly, uses a webcam perhaps, chats with friends),  
> then
> they would be able to participate in a supportive relationship with
> their mentor online. But it takes a while for some learners to get  
> that
> comfortable with the technology. The technology really has to become
> transparent for them (or for anybody!) before they can "feel" the
> support, encouragement etc. through/in spite of the medium. Just my
> opinion, of course -- but if the learners don't feel a support  
> network,
> many of them will fail to persevere. That distance support network has
> to become tangible.
>
> You also asked: Why couldn't friends and families of learners enroll
> together (i.e. to build & extend the learning community)? Well, of
> course they COULD! It's just... I think this is an area that's not
> researched well enough yet. How do we develop, promote, & extend  
> online
> learning communities for literacy-level students? How do we create an
> online "sense of place" & provide an effective, warm online support
> system?
>
> Gina
>
>>
>> -------------------
>> Gina Bennett
>> eLearning Support & Coordination
>> College of the Rockies
>> Box 8500
>> Cranbrook, BC  V1C 5L7
>> 250.489.8287
>>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Technology and Literacy mailing list
> Technology at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/technology

From porter_d at pacbell.net  Sat Nov 26 13:03:17 2005
From: porter_d at pacbell.net (porter_d)
Date: Sat, 26 Nov 2005 10:03:17 -0800
Subject: [Technology] distance course evaluation
References: <20051125164302.8885.qmail@web31212.mail.mud.yahoo.com>
Message-ID: <025801c5f2b3$adcd2e20$6401a8c0@Dennisvaio>

Mr. Madyarov and colleagues
The California Distance Learning Project (CDLP) annually reviews adult school distance learning programs.  They served about 50,000 learners in program year 2003-04.  We have access to three data sets -- each of the annual applications, statewide student demographics and progress measures, and statewide standardized reading and listening pre and post tests for ESL, adult basic education, and GED/high school students.  We compare some of the student demographics and key performance measures with the performance of classroom students, giving us a good picture of comparative effectiveness.  Because there are very good historical data on learning gains, we can compare distance learning effectiveness against the normed data.
While this does not address your need for a theoretical framework, it does suggest a very useful basis for examining and defending distance learning program utility.    
For me there should be three meta evaluation measures -- program effectiveness, program efficiency, and program equity.  We examine all three in these annual reviews.  They can be found at www.cdlponline.org. Click on "For Adult Educators," then "Research" and finally "California Distance Learning Research."  Our most recent study will be posted the week of November 28th, 2005.
Dennis Porter
CDLP
510.644.0437
www.cdlponline.org
  ----- Original Message ----- 
  From: Irshat Madyarov 
  To: nifl-technology at nifl.gov 
  Sent: Friday, November 25, 2005 8:43 AM
  Subject: [Technology] distance course evaluation

  Dear all, 

  Is anyone aware of an approach (approaches) to evaluating effectiveness of distance language courses? I'm looking for something that can be used as the main theoretical framework for course evaluations in the field of distance learning (DL), or if possible, more specifically, DL and language instruction.

  Thank you! 

  Irshat Madyarov, 
  PhD student in Second Language Acquisition and Instructional Technology, 
  University of South Florida

------------------------------------------------------------------------------
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  Single? There's someone we'd like you to meet.
  Lot's of someone's, actually. Yahoo! Personals

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  ----------------------------------------------------
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From smilin7 at direcway.com  Sun Nov 27 15:51:34 2005
From: smilin7 at direcway.com (smilin7 at direcway.com)
Date: Sun, 27 Nov 2005 15:51:34 -0500
Subject: [Technology] Distance learning -- an option or a necessity?
Message-ID: <95b4997b06.97b0695b49@direcway.com>

Hello David (you had a busy Thanksgiving weekend -- do you ever relax away from the computer?  Hope so!) 
and all,

Interesting ponderings.... a few notes below:

<<Here are some thoughts about building community online using  
technology.  In this scenario I am assuming that a potential adult  
learner has little or no experience with a computer and does not own  
one.

Let's assume we have a learner with intermediate level literacy  
skills in English  who has a new (for her) computer and an interest  
in getting online to take a basic skills course, but has not  
purchased Internet service.  She gets a one-page, easy-to-read notice  
with the computer (which she got inexpensively on a one-year or two- 
year lease/purchase agreement) which says "For help in setting up  
your computer, call this phone number."  Online technical assistance  
is provided 24/7 by a pool of people who have been adult learners who  
now have their high school equivalencies.  They have been trained to  
help new users set up their computers and to help them with basic  
computer operations. They are backed up by techies. When they talk  
with a new user  for the first time, they:

1. Explain that they are there to help, that the service is free,  
that the new user can call as often as she wishes
2. Give their name and phone extension (or other identifier) so that  
the new user could ask for them by name
3. Ask the new user, if this hasn't been done yet, to take the  
computer (monitor, internal CD-ROM player, printer, hard copy  
manuals, software and surge protector) out of the box and choose a  
place for it to be set up (on a table, near a wall plug, and perhaps  
near a telephone outlet or cable modem outlet)
4. Walk the new user through setting up the computer, printer and  
modem, one step at a time, then through testing it out, and
5. Ask the new user if they want Internet access, and if so walk them  
through the options, and then ask them to call back once they have  
chosen one.>>>>

    *Some people are just determined to try things themselves -- and succeed partially -- or get so frustrated they give up -- and let someone else use the machine, or try again days/weeks later -- I think an oft-times crucial step is to have someone at the GET-GO -- for many folks, a real live person is needed at this step -- more than a phone call -- this is the group of people I'd like to reach more of!  So, although there are possibilities with this outline, it is still not enough for a certain target population -- BUT... if we reach one group, and expand the knowledge base, these folks might BE the human connect for their neighbors, friends, etc... SO -- they make the first phone call and... it works!  Hooray!   [I've actually been at this point -- more times than I like to confess -- when I'll postpone weeks/months to make the phone call (hating to sound stupid, to admit I can't figure it out myself, afraid I'll be hours on the phone with no results -- like what used t
o happen... but the past several experiences have been wonderful!  Fast, competent, pleasant service -- I do believe things are improving!]

<<<There is a another set of steps for the ISP installation phone call.

Once the ISP is operational, there is another set of steps for  
opening a browser, for using e-mail, for using an online messenger  
(such as Instant Messenger),for using Internet telephony, and  for  
using (free multi-tool office software program) Open Office.  These  
are all described in plain English in the manual, but are also  
available by telephone.  After e-mail is set up, the New user is  
asked to practice this by sending the online T.A. person questions by  
e-mail or Messenger. Gradually, e-mail and messaging are increased,  
but telephone is always an option.>>>

I still think some sort of intervention on a f2f level is necessary.  One program in our area, Computers4Kids, www.computers4kids.net  has a great program -- I've seen its benefits spread from the children to the families/adults/friends within the smaller community networks -- I think this type of grassroots effort, although slower, has stronger positive effects... building community awareness and goodwill along the way, uncovering and encouraging chidren's talents, more.

I think the community building needs to start sooner.

I like the breadth of ideas you suggest -- and the ideas they'll give others -- 

Again, I'll plead the case for Moodles -- http://www.moodle.org   -- I love the community aspect they build, the ease of maintenance, 

Re:  <<Could anyone envision this happening with a handheld device --  
a Blackberry or Ipod telephone -- instead of a desktop computer?>> 
...or newer advanced cellphones, even?  

yes!  I believe this could happen -- and that the next few years will see amazing changes in the use of computers by a greater majority of people -- as folks use them at work in many different ways, it will ease their familiarity with other products at home... as schools, including community schools and adult ed programs, expand their knowledge base, it will burgeon -- but I FEAR that funding changes could 'force'/coerce people into losing the options of the vital f2f piece -- and I believe that human real connect is still crucial!  

I don't want to see technology do it all...
Holly

Charlottesville City Schools Adult Education Program
Charlottesville VA
 

From djrosen at comcast.net  Sun Nov 27 21:08:27 2005
From: djrosen at comcast.net (David Rosen)
Date: Sun, 27 Nov 2005 21:08:27 -0500
Subject: [Technology] Distance learning -- an option or a necessity?
In-Reply-To: <95b4997b06.97b0695b49@direcway.com>
References: <95b4997b06.97b0695b49@direcway.com>
Message-ID: <0BBD4FB2-4FBA-4B2F-9ECF-7E91DF069B39@comcast.net>

Hello Holly and others,

I agree that a blended model (FL plus F2F) would, in most cases, be  
preferred, and that face-to-face is especially valuable at the  
beginning in working with those who have little or no computer  
experience and who may also be new to adult literacy education/ 
English language learning) .  However,when I launched  this  
discussion I set out some ground rules  -- which you might have  
missed -- that no face-to-face was possible.  The situation we are  
responding to is one where -- because of an epidemic like Asian Bird  
Flu -- face-to-face instruction would not be possible, and all  
learning, for a time, would rely on pure distance learning options.   
The idea is 1) to prepare for this possibility, hoping against hope  
that we never have to implement this, and 2) in exploring a pure DL- 
only model to think together about how to use online and other  
technology possibilities that we have not thought of or given much  
attention to before.

I would like to hear from those who see possibilities for the use  of  
radio and TV for distance learning, and from those who have ideas  
about how telephone could be better used, in combination with radio,  
TV, CD-ROM, DVD, videotape and/or online instruction.

Also, what about snail mail?  When I was a kid I subscribed to  
something called "Things of Science" which mailed me a box of science  
experiments each month.  This was fun, and I also learned science.   
Would something like this be useful for GED prep or adult diploma  
students?  If so, what should it look like for adults?  What else  
could snail mail be used for? Delivery of CD-ROMs and DVDs?  Anything  
else?

David J. Rosen
djrosen at comcast.net

On Nov 27, 2005, at 3:51 PM, smilin7 at direcway.com wrote:

> Hello David (you had a busy Thanksgiving weekend -- do you ever  
> relax away from the computer?  Hope so!)
> and all,
>
> Interesting ponderings.... a few notes below:
>
> <<Here are some thoughts about building community online using
> technology.  In this scenario I am assuming that a potential adult
> learner has little or no experience with a computer and does not own
> one.
>
> Let's assume we have a learner with intermediate level literacy
> skills in English  who has a new (for her) computer and an interest
> in getting online to take a basic skills course, but has not
> purchased Internet service.  She gets a one-page, easy-to-read notice
> with the computer (which she got inexpensively on a one-year or two-
> year lease/purchase agreement) which says "For help in setting up
> your computer, call this phone number."  Online technical assistance
> is provided 24/7 by a pool of people who have been adult learners who
> now have their high school equivalencies.  They have been trained to
> help new users set up their computers and to help them with basic
> computer operations. They are backed up by techies. When they talk
> with a new user  for the first time, they:
>
> 1. Explain that they are there to help, that the service is free,
> that the new user can call as often as she wishes
> 2. Give their name and phone extension (or other identifier) so that
> the new user could ask for them by name
> 3. Ask the new user, if this hasn't been done yet, to take the
> computer (monitor, internal CD-ROM player, printer, hard copy
> manuals, software and surge protector) out of the box and choose a
> place for it to be set up (on a table, near a wall plug, and perhaps
> near a telephone outlet or cable modem outlet)
> 4. Walk the new user through setting up the computer, printer and
> modem, one step at a time, then through testing it out, and
> 5. Ask the new user if they want Internet access, and if so walk them
> through the options, and then ask them to call back once they have
> chosen one.>>>>
>
>
>     *Some people are just determined to try things themselves --  
> and succeed partially -- or get so frustrated they give up -- and  
> let someone else use the machine, or try again days/weeks later --  
> I think an oft-times crucial step is to have someone at the GET-GO  
> -- for many folks, a real live person is needed at this step --  
> more than a phone call -- this is the group of people I'd like to  
> reach more of!  So, although there are possibilities with this  
> outline, it is still not enough for a certain target population --  
> BUT... if we reach one group, and expand the knowledge base, these  
> folks might BE the human connect for their neighbors, friends,  
> etc... SO -- they make the first phone call and... it works!   
> Hooray!   [I've actually been at this point -- more times than I  
> like to confess -- when I'll postpone weeks/months to make the  
> phone call (hating to sound stupid, to admit I can't figure it out  
> myself, afraid I'll be hours on the phone with no results -- like  
> what used t
> o happen... but the past several experiences have been wonderful!   
> Fast, competent, pleasant service -- I do believe things are  
> improving!]
>
>
>
> <<<There is a another set of steps for the ISP installation phone  
> call.
>
> Once the ISP is operational, there is another set of steps for
> opening a browser, for using e-mail, for using an online messenger
> (such as Instant Messenger),for using Internet telephony, and  for
> using (free multi-tool office software program) Open Office.  These
> are all described in plain English in the manual, but are also
> available by telephone.  After e-mail is set up, the New user is
> asked to practice this by sending the online T.A. person questions by
> e-mail or Messenger. Gradually, e-mail and messaging are increased,
> but telephone is always an option.>>>
>
> I still think some sort of intervention on a f2f level is  
> necessary.  One program in our area, Computers4Kids,  
> www.computers4kids.net  has a great program -- I've seen its  
> benefits spread from the children to the families/adults/friends  
> within the smaller community networks -- I think this type of  
> grassroots effort, although slower, has stronger positive  
> effects... building community awareness and goodwill along the way,  
> uncovering and encouraging chidren's talents, more.
>
> I think the community building needs to start sooner.
>
> I like the breadth of ideas you suggest -- and the ideas they'll  
> give others --
>
> Again, I'll plead the case for Moodles -- http://www.moodle.org    
> -- I love the community aspect they build, the ease of maintenance,
>
> Re:  <<Could anyone envision this happening with a handheld device --
> a Blackberry or Ipod telephone -- instead of a desktop computer?>>
> ...or newer advanced cellphones, even?
>
> yes!  I believe this could happen -- and that the next few years  
> will see amazing changes in the use of computers by a greater  
> majority of people -- as folks use them at work in many different  
> ways, it will ease their familiarity with other products at home...  
> as schools, including community schools and adult ed programs,  
> expand their knowledge base, it will burgeon -- but I FEAR that  
> funding changes could 'force'/coerce people into losing the options  
> of the vital f2f piece -- and I believe that human real connect is  
> still crucial!
>
> I don't want to see technology do it all...
> Holly
>
> Charlottesville City Schools Adult Education Program
> Charlottesville VA
>
>
>
>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Technology and Literacy mailing list
> Technology at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/technology

From BENNETT at cotr.bc.ca  Mon Nov 28 11:12:21 2005
From: BENNETT at cotr.bc.ca (Bennett, Gina)
Date: Mon, 28 Nov 2005 09:12:21 -0700
Subject: [Technology] Distance learning -- an option or a necessity?
Message-ID: <B8CE89198577E948A8AEA73BF41E2091020FC88C@cotrmail.cotrnet.cotr.bc.ca>

Hi David (& others)

I think your proposed model sounds pretty good! My comments are more in
the line of 'tweaks':

-- the telephone support you describe for a brand-new computer user
sounds thorough, friendly, & realistic. The system may need a bit of
adaptation to work well in a rural environment (perhaps just by adding a
toll-free number which could be rotated among volunteers). We may also
have to work harder to promote the service since there is less
likelihood of the availability of a standard, one-to-two year
inexpensive lease arrangement (such as you describe).

-- the telephone-mediated 'walk through' to get the new user up &
running would be very challenging. I know, because I do this kind of
work on a regular basis (as part of my paid position & as a volunteer).
Of course, it becomes more & more challenging as the literacy level,
spoken/understood English level, & comfort level with technology
decreases. One of the main contributing factors to the difficulty is
that (it seems) everybody has such wildly differing configurations! In
my community, at least, some new users will have IBM-type clones, some
will have Macs, & many will have acquired older, recycled computers.
Operating systems will differ. Setting up a dial-up connection can be
highly variable (depending on ISP) while setting up a broadband
connection can be more straightforward. Wireless connection can be easy
or complicated depending on all of the above factors.

How could this be addressed? As the volunteer base grows, helpers could
specialize... A 'specialist' could be called, for example, if a Mac
needs to be set up or if the second-hand computer has already been badly
infected with viruses.

-- Software setups also vary an awful lot. I like your idea of starting
with one application (e.g. a CD-ROM or DVD learning guide), leading to
working on specific tasks (e.g. starting an online module about Open
Office). However, most learners will probably use Internet Explorer to
start using the internet & they will almost immediately be infected with
some scumware or malware bug. Similar problems arise if the learner uses
a well-known email client (e.g. Outlook).

What can be done about this? I'd like to see (at least) one other
commonality added to the plan. Ideally, some kind of highly customized
'Live CD' (e.g. Ubuntu Live - http://www.ubuntulinux.org/) could be
produced. All the learner would have to do is to start up the computer
with the CD or DVD & everything -- the operating system, the office
program, the internet browser, the email client -- would be right there
& running. If something went wrong (e.g. virus infection), the learner
could just pop in the CD & start over, fresh.

Holly mentions Moodle & I think that could also be a good start: I've
used Moodle with VERY new users & have found it to be a friendly,
easy-to-use, hard-to-get-lost learning environment. For those who are
unfamiliar: Moodle is an online learning environment that includes chat,
instant messaging, a discussion board, & a way to connect learners with
documents & outside websites -- all contained within the learning
environment. Best of all from my perspective, when a learner has
problems, I can go in as instructor/administrator & I can easily check
the logs to see exactly what the learner tried or did when the problem
occurred. It sure makes it easier to troubleshoot issues when we are
(literally) all on the same page!

Another possibility would be an easy-to-use desktop sharing application
(e.g. Shinkuro http://www.shinkuro.com/products.php). This would enable
me, as the volunteer or instructor, to see exactly what the learner sees
when something goes wrong. Shinkuro also includes some very nice, super
easy-to-use chat/messaging tools.

The whole thing is about building a sense of community online. Once the
learner is comfortable & feels connected, the technology 'disappears' &
it becomes just people talking to people. I don't think it is ever a
matter of 'technology doing it all'!

Gina

From Tanya.Shuy at ed.gov  Mon Nov 28 14:01:27 2005
From: Tanya.Shuy at ed.gov (Shuy, Tanya)
Date: Mon, 28 Nov 2005 14:01:27 -0500
Subject: [Technology] Moderated Lists Begin Today
Message-ID: <E5C44E615B1640449657210DFB76700F0DD40A5E@wdcrobe2m01.ed.gov>

Dear Discussion List Participants,

Today, the National Institute for Literacy is moving the discussion lists to a fully moderated format. Our goal is to enhance professional development for educators and practitioners through ongoing opportunities to learn, discuss, and reflect on critical literacy issues. 

There will be no significant changes in the way you receive your discussion list mail.  Each list will have a moderator who will facilitate dialogue about the latest literacy research and its applications to instructional practice; promising policies and practices -- in addition to promoting the exchange of ideas, resources, and experience.  The moderator will review messages posted to the list daily, prior to releasing it to subscribers.  Please review the Discussion List Guidelines  http://dev.nifl.gov/lincs/discussions/list_guidelines.html  for more information.  

As subscribers, you can continue to post to the list, the list email address is:  technology at dev.nifl.gov

This list is moderated by Mariann Fedele. 

The purpose of this list is to provide an on-going professional development forum to discuss on best technology practices, technology capacity and infrastructure, technical assistance and support, and innovative uses of technology in adult literacy.

We encourage discussion list participants to focus your contributions to the  Technology and Literacy list. Your comments, suggestions, references, and ideas posted to the discussion lists continue to serve as resources for enhancing the field's capacity and knowledge base.  We encourage open discourse and an exchange of information, ideas, and practices among all list subscribers.  As in the past, differences in perspectives and ideas are welcome, especially when they are voiced in the spirit of inquiry, curiosity, and mutual respect.  

Thank you for your dedication to this online community.  We look forward to sharing and learning with you.   

Sincerely,
Tanya Shuy and Mary Jo Maralit
National Institute for Literacy

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From pshapiro at his.com  Mon Nov 28 14:14:58 2005
From: pshapiro at his.com (Phil Shapiro)
Date: Mon, 28 Nov 2005 14:14:58 -0500
Subject: [Technology] testing out the prodigem video distribution service
Message-ID: <1133205298.438b573262460@webmail.his.com>

hi nifl-technology people -

    
 i'm testing out a neat new web video distribution service that distributes
video via bittorrent (which means that everyone downloading the video is also
uploading it to others.)

    this service, prodigem.com, allows you to distribute your video for free or
for a fee.  i'm testing out the fee-based distribution.

     here's a 26 minute quicktime video (220 megabytes in file size) i created
abou the life of the wright brothers. this quicktime file can be downloaded from

    http://www.prodigem.com/torrents/torrent_988.html

     i should explain that you first need to download bittorrent (free) to
your computer from http://www.bittorrent.com

     i'm expecting the prodigem download might be slower than a typical
web download. you might want to do this download overnight.

      after the file has downloaded, if you leave the bittorrent software
running, then other people who purchase this quicktime will be able
to download part of the file from you (using some of your upstream
bandwidth.)  this process is called "seeding" a file.

      think of it in the same way as giving blood to the red cross.

      what could be some uses of prodigem? someone could create a
community videocast for their neighborhood or county and have paid
subscribers (or free subscribers) to that videocast.  the videocast
could also be participatory, with people submitting short video
clips (in DV format) using the free service http://yousendit.com

  literacy organizations could also created a videocast for their
friends and supporters. i imagine there might be a few other uses, too.

             - phil shapiro
               washington dc

just give a holler if you'd like to download this video file from another
location -- without the $3 fee.  i can get the web site address for that
to any interested member of  NIFL-Technology list.

-- 
Phil Shapiro  pshapiro at his.com
http://www.digitaldivide.net/profile/pshapiro
http://www.digitaldivide.net/blog/pshapiro
http://www.his.com/pshapiro/stories.menu.html

"Wisdom starts with wonder." - Socrates

From mariannf at lacnyc.org  Mon Nov 28 14:37:52 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Mon, 28 Nov 2005 14:37:52 -0500
Subject: [Technology] Moderated Lists Begin Today
In-Reply-To: <E5C44E615B1640449657210DFB76700F0DD40A5E@wdcrobe2m01.ed.go
 v>
Message-ID: <3.0.6.32.20051128143752.00d97f90@mail.psnyc.com>

Hello Colleagues,

Today, the Technology list is switching to fully-moderated mode!
NIFL has been planning this change for some time in terms of the technology
and policy.

As far as the tech goes, it doesn't look like we are in for any major
glitches. However, as we know when we use new tech we should be ready for
the unexpected! So, I'll ask for your forebearance and patience in advance.
If you experience any problems major or minor don't hesitate to get in
touch with me.

As far as policy goes, Tanya Shuy annd Mary Jo Maralit have sent messages
to the list. You can find the NIFL discussion lists policy at:
http://www.nifl.gov/lincs/discussions/list_guidelines.html
If you have any questions I encourage you to ask them. Feel free to send
any questions to the Technology list or to me off list.

The core mission of this list remains the same, so to does the most
important and central aspect of the list: You!
Your participation, questioning, and sharing is what makes the Technology
list a robust community, and what will keep it that way.
This will be a learn-as-we-go experience, but as educators and technology
advocates we should be able to brook any issues that emerge.

With best regards,
Mariann

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From maureenh at azcallateen.k12.az.us  Mon Nov 28 17:05:44 2005
From: maureenh at azcallateen.k12.az.us (maureen hoyt)
Date: Mon, 28 Nov 2005 15:05:44 -0700
Subject: [Technology] Distance Learning . . . option or necessity/
	ACCESSissues/Curriculum
Message-ID: <77B24677B57F9646B244B93AE6B95C7989AF2C@acat-exch.azcallateen.k12.az.us>

For low and high secondary, I'd recommend GED Interactive by McGraw
Hill. The McGraw Hill site also has chapter review lessons and quizzes
on line free.

-----Original Message-----
From: technology-bounces at dev.nifl.gov
[mailto:technology-bounces at dev.nifl.gov] On Behalf Of David Rosen
Sent: Wednesday, November 23, 2005 8:26 PM
To: The Technology &amp; Literacy Discussion List
Subject: Re: [Technology] Distance Learning . . . option or necessity/
ACCESSissues/Curriculum

Hello Karen and others,

Access is important.  I agree that any system needs to provide  
options for those who don't have access to or don't want to use  
computers.  I think that Snail Mail and telephone, along with  
videotapes/DVDs and radio and/or TV broadcasts, should be the  
elements of a low-tech DL system.  Both the high tech and low-tech  
systems need a curriculum -- actually several curricula -- one for  
each level of ELL and ABE and ASE (including transition to college).   
We have national content standards now : EFF and SCANS, for example.   
And some of the DL products may be considered a curriculum (for one  
or two levels at least, but I think there is a great deal of work to  
be done in this area.

Let me try something, and see what you think:

Suppose we used the NRS levels for ELL and ABE (not because they are  
exemplary but because many people are familiar with them) and tried  
to identify existing online or other digital curricula for each of  
these.  What would work, and what would be the gaps.  I'll start by  
adding a few products for examples -- but please offer suggestions of  
other digital curricula which could be used -- and tell me if I  
misunderstood the range of the curriculum products I listed. I have  
only listed products which  might be considered a curriculum, not  
supplementary digital instruction or broadcast materials.

ELL/ESOL/ESL LEVELS

1. Beginning ESL Literacy
2. Beginning ESL
3. Low Intermediate ESL (English for All, Crossroads Cafe, Connect  
with English)
4. High Intermediate ESL  (English for All, Crossroads Cafe, Connect  
with English)
5. Low Advanced ESL
6. High Advanced ESL

ABE LEVELS

1. Beginning ABE Literacy
2. Beginning Basic Education  (PLATO, Skills Tutor)
3. Low Intermediate Basic Education  (PLATO, Skills Tutor)
4. High intermediate Basic education  (PLATO, Skills Tutor)
5. Low Adult Secondary education  (PLATO, Skills Tutor, GED Connection)
6. High Adult Secondary education  (PLATO, Skills Tutor, GED Connection)

WORKPLACE and WORKFORCE SKILLS

Workplace Essential Skills

David J. Rosen
djrosen at comcast.net

On Nov 23, 2005, at 8:26 AM, Karen Layton wrote:

> David:
>
> So now you have taken me out of my comfortable position of lurker,
> smack into what will become, no doubt, a lively exchange of ideas,
> opinions, and experiences. Thanks David, for inspiring me to get  
> out of
> my zone.
>
> For the past five years, I have been working with distance GED
> students. The majority of these students participate in what would be
> considered a correspondence course.  Most of the contact is through  
> mail
> or by phone, with an occasional drop-in tutoring session. Few students
> request an online course.  Even those whose initial request for course
> information is via online registration, later explain that they do not
> have computer access and had used a friend's or family member's
> computer to register online.
>
> This experience leads me to believe that the best distance avenue for
> the adult literacy population is through the most accessible
> technologies- mail, phone, tv/video or radio.  Of course, each of  
> these
> has its particular strengths, and matching those to the content  
> areas is
> key. But this is a given.  What is really important is the  
> accessibility
> issue- it does no good to develop an online course, when no one can
> "virtually" get there.  I've learned this from experience.
> There are students who may never own a computer- and I just can't see
> leaving them behind because of the lack thereof.  There will be
> discussion about doing these students a disservice by not forcing them
> to use technology, but many will be exposed to computers in their  
> jobs,
> and the options for those jobs will broaden once they complete the  
> GED.
> I don't mean to imply that the correspondence-type course is the only
> means to be offered.  We offer the student online instruction as well,
> and it is largely the student's choice of medium.
>
> You've provided for quite a broad discussion here.  There is much to
> discuss here, but I wanted to dwell on the access issue as a first
> response.
>
> Thanks again, David, for the inspiration.
>
>
>
> Karen Layton, M.Ed.
> Instructional Manager, Technology and Distance Education
> Center for Adult Literacy & Basic Workforce Development
> Northampton Community College
> 570-688-9173
> klayton at northampton.edu
>
> ----------------------------------------------------
> National Insitute for Literacy
> Technology and Literacy mailing list
> Technology at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/technology

----------------------------------------------------
National Insitute for Literacy
Technology and Literacy mailing list
Technology at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/technology

From mthacher at otan.us  Tue Nov 29 10:02:16 2005
From: mthacher at otan.us (Marian Thacher)
Date: Tue, 29 Nov 2005 07:02:16 -0800
Subject: [Technology] Distance learning -- an option or a necessity?
In-Reply-To: <B8CE89198577E948A8AEA73BF41E2091020FC85C@cotrmail.cotrnet.cotr.bc.ca>
References: <B8CE89198577E948A8AEA73BF41E2091020FC85C@cotrmail.cotrnet.cotr.bc.ca>
Message-ID: <fc.004c56fb0245be173b9aca00ae0dfa51.245be63@scoe.net>

Hi Gina and Everyone,

I'm responding to the question of how to build online community. I think
the biggest ingredient is motivation. I'm thinking of some teen-agers in
my neighborhood. For a while they were online all the time, day and night,
sneaking online at 3 a.m. to the despair of their parents, because they
had an intense form of community in their chatrooms that included kids
from all over the world. (Of course, there was a big motivator here -
hormones!) As these kids got driver's licences, things changed. They
didn't need the online community as much, because they weren't as isolated.

My point is, our learners don't need to have online communities, or cell
phone communities, or whatever, right now if they can go to school. If the
bird flu scenario David describes occurs, we will be a lot more isolated
than we are right now, and our motivation to find other modes of community
will be heightened. That motivation might help overcome resistance to the
potentially embarrassing tech support phone call, plus, you might have the
sense that others around you are doing the same thing, which is reassuring.

Marian Thacher
Outreach & Technical ASsistance Network
Sacramento, CA

"The Technology &amp;  Literacy Discussion List" <technology at dev.nifl.gov>
on Tuesday, November 22, 2005 at 8:48 AM -0800 wrote:
>So in answer to your question: what's missing in our current systems? I
>would respond: a strong virtual community that can sustain the learner
>through periods of physical separation, or at least until the learner
>develops a sense of virtual identity & of 'being' online. I would LOVE
>to do some research on this: what kinds of activities create a sense of
>community online? There's been quite a bit done in this area for
>postsecondary learners, but what's effective for literacy learners? I
>think we need to go beyond the notion of just creating an "online
>learning community" (lots on that) -- we need to research strategies
>that will bring the literacy learner's existing community (maybe just
>the family during a quarantine) into the fold. Stream of conciousness
>here: I think we need to find ways to overlap the learner's current
>community with their learning community. This, of course, is not just
>true for distance learning modalities but for any kind of literacy
>learning venture. But we will have to think outside the box to make this
>work for distance education.

From mthacher at otan.us  Tue Nov 29 11:58:29 2005
From: mthacher at otan.us (Marian Thacher)
Date: Tue, 29 Nov 2005 08:58:29 -0800
Subject: [Technology] Technology integration videos online
Message-ID: <fc.004c56fb0245c8bd004c56fb0245c8bd.245cdfd@scoe.net>

In case you're looking for visual examples of effective integration of
technology in the adult ed classroom, OTAN has some videos posted at
http://www.otan.us/Itap/. Click on Video Gallery.

The latest ones are of a teacher using an Interactive whiteboard with ESOL
learners. You can see examples of activities using a projected Web site,
dragging text and objects, and making instructional software a whole group
activity. They will help you visualize what a class can do with an
interactive whiteboard if you haven't seen one being used.

There are also examples of using portable keyboards for writing practice,
ABE students making a calendar, technology use in a high school diploma
lab, and more. 

If you check these out, let me know if there are other technology
integration strategies  you would like to see videos of. Always looking
for new ideas.

Marian
~~~~~~~~~~~~~~~~~~~~~~~~
"The practical problem of the teacher is to preserve a balance between so
little showing and telling as to fail to stimulate reflection and so much
as to choke thought." --John Dewey
~~~~~~~~~~~~~~~~~~~~~~~~
Marian Thacher, Coordinator of Technology Projects
OTAN
mthacher at otan.us
www.otan.us

From irshat at yahoo.com  Wed Nov 30 23:18:28 2005
From: irshat at yahoo.com (Irshat Madyarov)
Date: Wed, 30 Nov 2005 20:18:28 -0800 (PST)
Subject: [Technology] distance course evaluation
In-Reply-To: <025801c5f2b3$adcd2e20$6401a8c0@Dennisvaio>
Message-ID: <20051201041829.99388.qmail@web31201.mail.mud.yahoo.com>

Dear Mr. Porter, 
   
  I really appreciate your input. I'm going to look at the website you sent me in more detail. 
   
  Yours, 
  Irshat Madyarov.  

porter_d <porter_d at pacbell.net> wrote:
            Mr. Madyarov and colleagues
  The California Distance Learning Project (CDLP) annually reviews adult school distance learning programs.  They served about 50,000 learners in program year 2003-04.  We have access to three data sets -- each of the annual applications, statewide student demographics and progress measures, and statewide standardized reading and listening pre and post tests for ESL, adult basic education, and GED/high school students.  We compare some of the student demographics and key performance measures with the performance of classroom students, giving us a good picture of comparative effectiveness.  Because there are very good historical data on learning gains, we can compare distance learning effectiveness against the normed data.
  While this does not address your need for a theoretical framework, it does suggest a very useful basis for examining and defending distance learning program utility.    
  For me there should be three meta evaluation measures -- program effectiveness, program efficiency, and program equity.  We examine all three in these annual reviews.  They can be found at www.cdlponline.org. Click on "For Adult Educators," then "Research" and finally "California Distance Learning Research."  Our most recent study will be posted the week of November 28th, 2005.
  Dennis Porter
  CDLP
  510.644.0437
  www.cdlponline.org

    ----- Original Message ----- 
  From: Irshat Madyarov 
  To: nifl-technology at nifl.gov 
  Sent: Friday, November 25, 2005 8:43 AM
  Subject: [Technology] distance course evaluation
  

  Dear all, 
   
  Is anyone aware of an approach (approaches) to evaluating effectiveness of distance language courses? I'm looking for something that can be used as the main theoretical framework for course evaluations in the field of distance learning (DL), or if possible, more specifically, DL and language instruction.
   
  Thank you! 
   
  Irshat Madyarov, 
  PhD student in Second Language Acquisition and Instructional Technology, 
  University of South Florida
    
---------------------------------
  Yahoo! Personals
Single? There's someone we'd like you to meet.
Lot's of someone's, actually. Yahoo! Personals     
---------------------------------
    

----------------------------------------------------
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Technology and Literacy mailing list
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From djrosen at comcast.net  Thu Dec  1 22:26:27 2005
From: djrosen at comcast.net (David Rosen)
Date: Thu, 1 Dec 2005 22:26:27 -0500
Subject: [Technology] DL Discussion Archived on ALE Wiki
Message-ID: <D387D0B8-C286-4E03-A901-FE1292089C44@comcast.net>

Technology Colleagues,

I am archiving the discussion we have been having about Distance  
Learning (under dire circumstances where face-to-face is not  
possible).  you will find it on the ALE Wiki at:

	http://wiki.literacytent.org/index.php/AleTechnologyPureDL

So, if you would like to catch up -- and add your thoughts -- it's  
now all in one easy-to-find place.

Now it's time to get to  some of the hard parts of this scenario --  
beginning literacy and English language learning levels.  Assuming no  
face-to-face contact is possible. how in the world can beginning  
level ESOL/ESL students learn English this way?  And how can  
beginning level literacy students learn to read and write? Is it  
impossible, or just very difficult? If you think it's possible, tell  
us how. We need a lot of hard thinking and creativity for this part.   
Give it a shot.

David J. Rosen
djrosen at comcast.net

From djrosen at comcast.net  Thu Dec  1 22:30:18 2005
From: djrosen at comcast.net (David Rosen)
Date: Thu, 1 Dec 2005 22:30:18 -0500
Subject: [Technology] Tech Glossary
Message-ID: <920B45EA-F5F5-4348-BCF2-AAE96FFDBAB8@comcast.net>

Technology Colleagues,

The ALE Wiki has a glossary with a pretty well-developed technology  
section. So, if any of the terms or acronyms you see on this list are  
baffling, check it out

	http://wiki.literacytent.org/index.php/ALEGlossary

If there is a term which should be define there, but isn't, add it  
(or ask me to) along with a definition (if you have one.)

David J. Rosen
djrosen at comcast.net

From djrosen at comcast.net  Fri Dec  2 09:21:03 2005
From: djrosen at comcast.net (David Rosen)
Date: Fri, 2 Dec 2005 09:21:03 -0500
Subject: [Technology] Tech Glossary
In-Reply-To: <fc.004c56fb0246d3693b9aca003f4b49ed.246d372@scoe.net>
References: <fc.004c56fb0246d3693b9aca003f4b49ed.246d372@scoe.net>
Message-ID: <E0F0F1A4-B259-4FCC-9288-510018060507@comcast.net>

Hi Mrian,

On Dec 2, 2005, at 9:12 AM, Marian Thacher wrote:

> Wow, the glossary has really grown and been reformatted since I last
> looked at it! I was thinking of adding a term - ELR or electronic  
> learning
> resource, but now I'm not sure where to start. Would I add the term  
> in the
> tech glossary, add the definition page, then add a link also in the  
> ale
> glossary?

Add [[ELR]] to http://wiki.literacytent.org/index.php/ALEGlossary#F-J
Then click on the ELR hotlink and a new page will open.  Put the  
definition there and save it.
Now it's in the general glossary.

Next go to the Tech Glossary http://wiki.literacytent.org/index.php/ 
TechGlossary
and add in [[ELR]] there.

All the best,

David

> ----- Original Message -----
>
> 		Thursday, December 01, 2005 7:30:18 PM
> Bulk Message
> From:		"The Technology &amp;  Literacy Discussion List"
> <technology at dev.nifl.gov>
> David Rosen <djrosen at comcast.net>
> Subject:	[Technology] Tech Glossary
> To:		"The List Technology &amp; Literacy Discussion"
> <technology at dev.nifl.gov>
>
> Technology Colleagues,
>
> The ALE Wiki has a glossary with a pretty well-developed technology
> section. So, if any of the terms or acronyms you see on this list are
> baffling, check it out
>
> 	http://wiki.literacytent.org/index.php/ALEGlossary
>
> If there is a term which should be define there, but isn't, add it
> (or ask me to) along with a definition (if you have one.)
>
> David J. Rosen
> djrosen at comcast.net
>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Technology and Literacy mailing list
> Technology at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/technology
>

From djrosen at comcast.net  Sun Dec  4 11:09:21 2005
From: djrosen at comcast.net (David Rosen)
Date: Sun, 4 Dec 2005 11:09:21 -0500
Subject: [Technology] Online Communities of Practice
Message-ID: <C1935D12-B4A0-4253-813E-55A98C7AA9FE@comcast.net>

Colleagues,

Robert Kelley, a member of the Massachusetts Adult Basic Education  
Distance Learning Advisory Board, posted the message below about  
online communities of practice to the Advisory Board's Moodle.  With  
his permission, I am re-posting it here. Do you participate in an  
online CoP?  If so, tell us about it. Who organized it? For what  
purpose(s)? How does it work? What do you see as its benefits for you  
and others? Is this discussion forum a CoP for you? If so, tell us why.

David J. Rosen
djrosen at comcast.net
-----

I have been interested in and am currently working on developing  
online communities of practice (CoP's) for teachers and administrators.

CoP's can be defined as small groups of people held together by ?a  
common sense of purpose and a real need to know what each other  
knows... an effective hothouse in which new ideas germinate, new  
methods and tools are developed, and new communities are rooted. The  
CoP can help professionals gain access to, and facility with, ideas,  
methods, content, and colleagues; help novices learn about the  
profession through apprenticeship and peripheral participation; and  
enable journeymen to become valued resources and community leaders  
through informal mentoring and participation in multiple work groups."
[ http://tappedin.org/tappedin/web/papers/2002/TIEvolution.pdf ]

A community of practice is also a ?community that learns.? Not merely  
peers exchanging ideas around the water cooler, sharing and  
benefiting from each other?s expertise, but colleagues committed to  
jointly develop better practices.? In the CoP literature, learning is  
viewed as a social activity that occurs as newcomers and journeymen  
move through an established community?s professional hierarchy toward  
expertise.

Learning opportunities occur primarily through informal interaction  
among colleagues in the context of work. Newcomers gain access to the  
community?s professional knowledge in authentic contexts through  
encounters with people, tools, tasks, and social norms. New practices  
and technologies are adopted by the CoP through the evolution of  
practice over time. Thus, a CoP can be an effective hothouse in which  
new ideas germinate, new methods and tools are developed, and new  
communities are rooted.

I've listed some papers that explore the theory and practical sides  
of CoP's. The first link has research from one of the longest running  
projects, called Tapped_In. It's pretty technical but deep into the  
paper it discusses the common issues: http://tappedin.org/tappedin/ 
web/papers/2002/TIEvolution.pdf

Some easier reading includes: http://www.fullcirc.com/community/ 
communitywhatwhy.htm
http://www.fullcirc.com/community/networkscatalystscommunity.htm

Bob Kelley
-----

From gwilliams at glcac.org  Mon Dec  5 09:53:30 2005
From: gwilliams at glcac.org (Williams, Gayle)
Date: Mon, 5 Dec 2005 09:53:30 -0500 
Subject: [Technology] Online Communities of Practice
Message-ID: <A1B8CA5E4E5DD3119D8D005004A556A20267C61A@GLCAC3>

We discuss issues and common concerns over the Even Start list serve.

-----Original Message-----
From: David Rosen [mailto:djrosen at comcast.net] 
Sent: Sunday, December 04, 2005 11:09 AM
To: The Discussion List Adult Literacy Professional Development; The
Discussion List Technology &amp; Literacy
Subject: [Technology] Online Communities of Practice

Colleagues,

Robert Kelley, a member of the Massachusetts Adult Basic Education  
Distance Learning Advisory Board, posted the message below about  
online communities of practice to the Advisory Board's Moodle.  With  
his permission, I am re-posting it here. Do you participate in an  
online CoP?  If so, tell us about it. Who organized it? For what  
purpose(s)? How does it work? What do you see as its benefits for you  
and others? Is this discussion forum a CoP for you? If so, tell us why.

David J. Rosen
djrosen at comcast.net
-----

I have been interested in and am currently working on developing  
online communities of practice (CoP's) for teachers and administrators.

CoP's can be defined as small groups of people held together by "a  
common sense of purpose and a real need to know what each other  
knows... an effective hothouse in which new ideas germinate, new  
methods and tools are developed, and new communities are rooted. The  
CoP can help professionals gain access to, and facility with, ideas,  
methods, content, and colleagues; help novices learn about the  
profession through apprenticeship and peripheral participation; and  
enable journeymen to become valued resources and community leaders  
through informal mentoring and participation in multiple work groups."
[ http://tappedin.org/tappedin/web/papers/2002/TIEvolution.pdf ]

A community of practice is also a 'community that learns.' Not merely  
peers exchanging ideas around the water cooler, sharing and  
benefiting from each other's expertise, but colleagues committed to  
jointly develop better practices." In the CoP literature, learning is  
viewed as a social activity that occurs as newcomers and journeymen  
move through an established community's professional hierarchy toward  
expertise.

Learning opportunities occur primarily through informal interaction  
among colleagues in the context of work. Newcomers gain access to the  
community's professional knowledge in authentic contexts through  
encounters with people, tools, tasks, and social norms. New practices  
and technologies are adopted by the CoP through the evolution of  
practice over time. Thus, a CoP can be an effective hothouse in which  
new ideas germinate, new methods and tools are developed, and new  
communities are rooted.

I've listed some papers that explore the theory and practical sides  
of CoP's. The first link has research from one of the longest running  
projects, called Tapped_In. It's pretty technical but deep into the  
paper it discusses the common issues: http://tappedin.org/tappedin/ 
web/papers/2002/TIEvolution.pdf

Some easier reading includes: http://www.fullcirc.com/community/ 
communitywhatwhy.htm
http://www.fullcirc.com/community/networkscatalystscommunity.htm

Bob Kelley
---------------------------------------------------------
National Insitute for Literacy
Technology and Literacy mailing list
Technology at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/technology
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From MMaralit at NIFL.gov  Tue Dec  6 10:04:03 2005
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Tue, 6 Dec 2005 10:04:03 -0500
Subject: [Technology] Subject: Join the NAAL mailing list
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932A75@wdcrobe2m03.ed.gov>

Posted by request from the National Center for Education Statistics

The National Center for Education Statistics (NCES) will soon be releasing the results of its 2003 National Assessment of Adult Literacy (NAAL) studies.  

To receive notification about NAAL upcoming reports and other products, simply fill out a short online form at http://www.edpubs.org/register/NAAL/ <http://www.edpubs.org/register/NAAL/>  or call us at 1-877-433-7827.  You will be included on the NAAL mailing list only if we hear from you.
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From mark.schlager at sri.com  Tue Dec  6 20:20:39 2005
From: mark.schlager at sri.com (Mark Schlager)
Date: Tue, 06 Dec 2005 17:20:39 -0800
Subject: [Technology] Online Communities of Practice
In-Reply-To: <C1935D12-B4A0-4253-813E-55A98C7AA9FE@comcast.net>
References: <C1935D12-B4A0-4253-813E-55A98C7AA9FE@comcast.net>
Message-ID: <ae3b1fb2895aa97787ae19845e31eee5@sri.com>

David, Robert, and others,
I've enjoyed lurking on this list.
As founder and director of Tapped In, the site (and research) the 
Robert mentioned, I'd be happy to answer any questions you have about 
our site and our research.  Our latest paper on communities of practice 
is published in two places, The Information Society journal (2003), and 
in an edited volume
Schlager, M. S. and Fusco, J. (2004).  Teacher professional 
development, technology, and communities of practice: Are we putting 
the cart before the horse?  In S. Barab, R. Kling, and J. Gray (Eds.)  
Designing Virtual Communities in the Service of Learning. Cambridge 
University Press.
A draft copy is at http://tappedin.org/tappedin/web/papers/
best,
mark
On Dec 4, 2005, at 8:09 AM, David Rosen wrote:

> Colleagues,
>
> Robert Kelley, a member of the Massachusetts Adult Basic Education 
> Distance Learning Advisory Board, posted the message below about 
> online communities of practice to the Advisory Board's Moodle.  With 
> his permission, I am re-posting it here. Do you participate in an 
> online CoP?  If so, tell us about it. Who organized it? For what 
> purpose(s)? How does it work? What do you see as its benefits for you 
> and others? Is this discussion forum a CoP for you? If so, tell us 
> why.
>
> David J. Rosen
> djrosen at comcast.net
> -----
>
> I have been interested in and am currently working on developing 
> online communities of practice (CoP's) for teachers and 
> administrators.
>
> CoP's can be defined as small groups of people held together by ?a 
> common sense of purpose and a real need to know what each other 
> knows... an effective hothouse in which new ideas germinate, new 
> methods and tools are developed, and new communities are rooted. The 
> CoP can help professionals gain access to, and facility with, ideas, 
> methods, content, and colleagues; help novices learn about the 
> profession through apprenticeship and peripheral participation; and 
> enable journeymen to become valued resources and community leaders 
> through informal mentoring and participation in multiple work groups."
> [ http://tappedin.org/tappedin/web/papers/2002/TIEvolution.pdf ]
>
> A community of practice is also a ?community that learns.? Not merely 
> peers exchanging ideas around the water cooler, sharing and benefiting 
> from each other?s expertise, but colleagues committed to jointly 
> develop better practices.? In the CoP literature, learning is viewed 
> as a social activity that occurs as newcomers and journeymen move 
> through an established community?s professional hierarchy toward 
> expertise.
>
> Learning opportunities occur primarily through informal interaction 
> among colleagues in the context of work. Newcomers gain access to the 
> community?s professional knowledge in authentic contexts through 
> encounters with people, tools, tasks, and social norms. New practices 
> and technologies are adopted by the CoP through the evolution of 
> practice over time. Thus, a CoP can be an effective hothouse in which 
> new ideas germinate, new methods and tools are developed, and new 
> communities are rooted.
>
> I've listed some papers that explore the theory and practical sides of 
> CoP's. The first link has research from one of the longest running 
> projects, called Tapped_In. It's pretty technical but deep into the 
> paper it discusses the common issues: 
> http://tappedin.org/tappedin/web/papers/2002/TIEvolution.pdf
>
> Some easier reading includes: 
> http://www.fullcirc.com/community/communitywhatwhy.htm
> http://www.fullcirc.com/community/networkscatalystscommunity.htm
>
> Bob Kelley
> ---------------------------------------------------------
> National Insitute for Literacy
> Technology and Literacy mailing list
> Technology at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/technology
>
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
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From bmoon at teachertech.us  Wed Dec  7 10:52:53 2005
From: bmoon at teachertech.us (Bruce Moon)
Date: Wed, 7 Dec 2005 07:52:53 -0800
Subject: [Technology] Online Communities of Practice
In-Reply-To: <ae3b1fb2895aa97787ae19845e31eee5@sri.com>
Message-ID: <20051207155254.B48BC4664F@dev.nifl.gov>

A true community of practice, global in scope, is Webheads. Started as a
leadin to international TESOL conventions for the showcasing of the use of
technology in the teaching of English as a second/foreign language, Webheads
in Action has evolved into an ongoing Yahoo group with weekly meetings in
Tapped In and a recent online "Online Convergence". I participate minimally
(the e-mail volume can be massive at times), but many participate very
actively, sharing their work in countries around the world. To checkout
Webheads, you can go to Vance Steven's Geocitities page at
http://www.geocities.com/vance_stevens/papers/evonline2002/webheads.htm or
the Yahoo Groups site http://groups.yahoo.com/group/becomingwebhead/ 

Bruce Moon

Adult ESL teacher

Rio Linda, CA

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From MMaralit at NIFL.gov  Thu Dec  8 16:51:04 2005
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Thu, 8 Dec 2005 16:51:04 -0500
Subject: [Technology] NAAL Webcast on Dec. 15
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932AC0@wdcrobe2m03.ed.gov>

Join us for a LIVE webcast of a new release from the National Center for
Education Statistics ? A First Look at the Literacy of America?s Adults in
the 21st Century

WHEN:          December 15, 2005
               9:30 a.m. ? 10:30 a.m. EST

For more information about this webcast, go to: http://www.nifl.gov/ or 
http://www.nifl.gov/nifl/webcasts/20051215/webcast12-15.html
(Please access the site 30 minutes prior to the event to follow the webcast
guidelines.)                 

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

The U.S. Department of Education?s National Center for Education Statistics
(NCES) in the Institute of Education Sciences (IES) invites you to view the
live webcast of the release of the first national findings on adult literacy
since 1992.  Results from the 2003 National Assessment of Adult Literacy
(NAAL) will be released on December 15 at 9:30 a.m. EST. At that time, NCES
will release two initial reports on NAAL: A First Look at the Literacy of
America?s Adults in the 21st Century presents key results?including changes
in adult literacy since 1992 and performance by gender, race/ethnicity, age,
language spoken before starting school, educational attainment, and
employment status. A companion report, Key Concepts and Features of the 2003
National Assessment of Adult Literacy, describes the assessment?s key
features and major data types.

These reports will be available online at http://nces.ed.gov/naal beginning
at 9:30 a.m. EST.

An online live chat moderated by NCES Associate Commissioner Peggy Carr will
be available to all at 1:00 p.m. EST,  December 15, at the NCES website at
http://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

 

From djrosen at comcast.net  Tue Dec 13 07:51:16 2005
From: djrosen at comcast.net (David Rosen)
Date: Tue, 13 Dec 2005 07:51:16 -0500
Subject: [Technology] Helping adult learners buy inexpensive home computers
Message-ID: <52FD6321-5CD7-4D85-B898-3A2A81C0136B@comcast.net>

Technology colleagues,

What are the best choices for a really inexpensive new home computer  
which has Internet access capability?

It could be a desktop or laptop.  It would be for a very low-income  
adult learner who has little or no experience using computers.  It  
would be used in many ways, but would would need to be able to access  
the Web for distance learning instruction sites, including wireless  
access.

One example is a $300 computer, described in my July posting here

	http://wiki.literacytent.org/index.php/Cheap_Computers

The M.I.T. laptop (under $100) might be another -- someday -- but I  
am looking for currently available models.  Can anyone point us to  
one for under $300?

I am raising this in the context of helping adult learners in North  
America to buy a home computer, so I am also interested in hearing  
about your experiences in helping learners do this.  What do you find  
works and what doesn't?  Are there ways that students help each other  
to buy a computer?  Do you, as a teacher, help students to figure out  
how to buy a computer?  To you cover this in class? (Should you?) Do  
you have lessons on this you could share?

Here's a Web resource, on E-square (an electronic square for adult  
learners in the Boston area) which is designed for adult students  
exploring buying a home computer:  "How to Buy and Use a Computer"
	
	http://www.sabes.org/technology/buycomputer/

David J. Rosen
djrosen at comcast.net

From Tina_Luffman at yc.edu  Tue Dec 13 15:25:08 2005
From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu)
Date: Tue, 13 Dec 2005 13:25:08 -0700
Subject: [Technology] Helping adult learners buy inexpensive home
	computers
In-Reply-To: <52FD6321-5CD7-4D85-B898-3A2A81C0136B@comcast.net>
Message-ID: <OF4A41A081.B2857C97-ON072570D6.006FF822-072570D6.00702A65@yc.edu>

Hi David and all,

Another good possibility is to have students watch for schools to hold 
auctions. I know that the school district where my husband works and the 
college where I work often hold auctions and sell used computers that are 
still quite usable for a really low price, like < $100. 

Tina

Tina Luffman
Coordinator, Developmental Education
Verde Valley Campus
928-634-6544
tina_luffman at yc.edu

David Rosen <djrosen at comcast.net> 
Sent by: technology-bounces at nifl.gov
12/13/2005 05:51 AM
Please respond to
The Technology and Literacy Discussion List <technology at nifl.gov>

To
technology at nifl.gov
cc

Subject
[Technology] Helping adult learners buy inexpensive home computers

Technology colleagues,

What are the best choices for a really inexpensive new home computer 
which has Internet access capability?

It could be a desktop or laptop.  It would be for a very low-income 
adult learner who has little or no experience using computers.  It 
would be used in many ways, but would would need to be able to access 
the Web for distance learning instruction sites, including wireless 
access.

One example is a $300 computer, described in my July posting here

                 http://wiki.literacytent.org/index.php/Cheap_Computers

The M.I.T. laptop (under $100) might be another -- someday -- but I 
am looking for currently available models.  Can anyone point us to 
one for under $300?

I am raising this in the context of helping adult learners in North 
America to buy a home computer, so I am also interested in hearing 
about your experiences in helping learners do this.  What do you find 
works and what doesn't?  Are there ways that students help each other 
to buy a computer?  Do you, as a teacher, help students to figure out 
how to buy a computer?  To you cover this in class? (Should you?) Do 
you have lessons on this you could share?

Here's a Web resource, on E-square (an electronic square for adult 
learners in the Boston area) which is designed for adult students 
exploring buying a home computer:  "How to Buy and Use a Computer"
 
                 http://www.sabes.org/technology/buycomputer/

David J. Rosen
djrosen at comcast.net

----------------------------------------------------
National Insitute for Literacy
Technology and 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  Wed Dec 14 11:26:13 2005
From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu)
Date: Wed, 14 Dec 2005 09:26:13 -0700
Subject: [Technology] Helping adult learners buy inexpensive
	home	computers
Message-ID: <OFA34DB3B4.1C0BDB54-ON072570D7.005A4AA7-072570D7.005A4AAD@yc.edu>

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From mariannf at lacnyc.org  Wed Dec 14 11:57:21 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Wed, 14 Dec 2005 11:57:21 -0500
Subject: [Technology] online PD opportunity
In-Reply-To: <OFA34DB3B4.1C0BDB54-ON072570D7.005A4AA7-072570D7.005A4AAD@
	yc.edu>
Message-ID: <3.0.6.32.20051214115721.00d561a0@mail.psnyc.com>

Hello All,
This message from Bill McNutt may be of interest to you.

Regards,
Mariann

****************
The final deadline for registration is creeping up on us!

The Center for Literacy Studies at the University of Tennessee, and the Ohio
Literacy Resource Center at Kent State University are proud to announce the
opening of registration for our winter distance learning courses. Overviews
of each course, as well as the start dates, are outlined below.

Each course is a carefully-paced, facilitated training opportunity for adult
education professionals. Each one has been piloted, reviewed, and offered
previously to excellent reviews.

More information and registration can be found at:
http://www.aeprofessional.org.

__________________________________________________

Integration of Technology into the Adult Education Classroom Course begins
January 9, 2006 Cost - $149/person
Facilitator: Linda Eckert, AE Pro Developer

Have you ever tried to blindly put a puzzle together without knowing what
the final picture will look like? This may be what is happening to you when
you are trying to integrate computer technology into your classroom. This
course will provide quick access to educational resources, lesson plans,
activities, tools for evaluating educational software, information about
purchasing educational software, and knowledge to help you utilize a variety
of software applications and web-based activities in the classroom. Online
activities, discussion boards and assessments will keep you engaged.
__________________________________________________

ESOL Basics
January 9, 2006 Cost - $149/person
Facilitator: Claire Valier, ESOL Coordinator and Certified CASAS Trainer

Do you need to know the basics of ESOL instruction? Through this online
course, you will learn how to identify characteristics of adult ESOL
learners, effective methods of teaching languages, the four language skills,
and how adults learn another language. Online activities, discussion boards
and assessments will keep you engaged.
___________________________________________________

Adult Education Teacher and Student
Course begins January 9, 2006 Cost - $149/person
Facilitator: Debra L. Hargrove, AE Pro Developer

How Do We Teach Adults? Research investigating adults as learners concludes
that adults learn differently than children. If that premise is true, then
why do we so often teach them both in the same way? In truth, many
practitioners come to adult education with little or no background in
"adults as learners." Through this online course, you will look at "who is
the 
adult learner" by
looking at background statistics on "who takes the GED", learning
disabilities in adults, and what brain research says about how adult
learners learn best. Online activities, discussion boards and assessments
will keep you engaged.

Bill McNutt
Technology Coordinator, AEProfessional Project
University of Tennessee, Center for Literacy Studies
http://www.aeprofessional.org

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From mariannf at lacnyc.org  Wed Dec 14 12:33:09 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Wed, 14 Dec 2005 12:33:09 -0500
Subject: [Technology] NAAL's webcast
In-Reply-To: <OFA34DB3B4.1C0BDB54-ON072570D7.005A4AA7-072570D7.005A4AAD@
	yc.edu>
Message-ID: <3.0.6.32.20051214123309.00d561a0@mail.psnyc.com>

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

Join us for a LIVE webcast of a new release from the National Center for
Education Statistics - "A First Look at the Literacy of America's Adults
in the 21st Century."

WHEN: December 15, 2005
9:30 a.m. - 10:30 a.m. EST

For more information about this webcast, go to: <http://www.nifl.gov/> or
<http://www.nifl.gov/nifl/webcasts/20051215/webcast12-15.html>
(Please access the site 30 minutes prior to the event to follow the webcast
guidelines.) 

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

The U.S. Department of Education's National Center for Education Statistics
(NCES) in the Institute of Education Sciences (IES) invites you to view the
live webcast of the release of the first national findings on adult literacy
since 1992. 
Results from the 2003 National Assessment of Adult Literacy (NAAL) will be
released on December 15 at 9:30 a.m. EST. At that time, NCES will release
two
initial reports on NAAL. "A First Look at the Literacy of America's Adults
in the
21st Century" presents key results - including changes in adult literacy
since 1992
and performance by gender, race/ethnicity, age, language spoken before
starting
school, educational attainment, and employment status. A companion report,
"Key
Concepts and Features of the 2003 National Assessment of Adult Literacy,"
describes the assessment's key features and major data types.

These reports will be available online at <http://nces.ed.gov/naal>
beginning at
9:30 a.m. EST.

An online, live chat moderated by NCES Associate Commissioner, Peggy Carr,
will be available to all at 1:00 p.m. EST, December 15, at the NCES website
at <http://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 <mailto:jsoroui at air.org>

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From rboone at vineland.org  Wed Dec 14 13:31:53 2005
From: rboone at vineland.org (richard boone)
Date: Wed, 14 Dec 2005 13:31:53 -0500
Subject: [Technology] Helping adult learners buy inexpensive home
	computers
In-Reply-To: <OFA34DB3B4.1C0BDB54-ON072570D7.005A4AA7-072570D7.005A4AAD@yc.edu>
Message-ID: <001401c600dc$a7d46ec0$0a02120a@schools.vineland.org>

This may not apply to all, but the best place to look is the Sunday
advertisements. This past week I saw new fast computers with monitors and
CD_RW for $299 from big store chains (I'm in the Philadelphia area). No,
it's not $100, but I was amazed at how low the price is getting.

RB

 

  _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
Behalf Of Tina_Luffman at yc.edu
Sent: Wednesday, December 14, 2005 11:26 AM
To: The Technology and Literacy Discussion List
Subject: Re: [Technology] Helping adult learners buy inexpensivehome
computers

 

Hi NIFL,

 

I also asked my husband last night and he said that another way for students
to save money is to buy computers with Linux since it saves the $100+
operating system fee for Windows. He has heard of groups buying up laptops
and desktop computers with Linux operating systems to send to third world
countries. Some computers are even made with hand cranks for power
generation. In Cottonwood, AZ where I live there is actually a non-profit
business that recycles computers that people donate and then gives them away
to those who can't afford a computer.

 

Another idea--my daughter's friend just came home from two years in Morocco
with the Peace Corps, and her question is this: What is the greater global
concern, the technology gap or the literacy gap? What good are computers if
the people cannot read in their own language? I do believe that computers
are great tools for learning how to read in their own language. Any other
input?

 

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: Tina_Luffman at yc.edu
Sent by: technology-bounces at nifl.gov
Date: 12/13/2005 01:25PM
Subject: Re: [Technology] Helping adult learners buy inexpensive home
computers

Hi David and all, 

Another good possibility is to have students watch for schools to hold
auctions. I know that the school district where my husband works and the
college where I work often hold auctions and sell used computers that are
still quite usable for a really low price, like < $100. 

Tina 

Tina Luffman 
Coordinator, Developmental Education 
Verde Valley Campus 
928-634-6544 
tina_luffman at yc.edu 

David Rosen <djrosen at comcast.net> 
Sent by: technology-bounces at nifl.gov 

12/13/2005 05:51 AM 

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

To 

technology at nifl.gov 

cc 

  

Subject 

[Technology] Helping adult learners buy inexpensive home computers 

 

  

 

Technology colleagues, 

What are the best choices for a really inexpensive new home computer   
which has Internet access capability? 

It could be a desktop or laptop.  It would be for a very low-income   
adult learner who has little or no experience using computers.  It   
would be used in many ways, but would would need to be able to access   
the Web for distance learning instruction sites, including wireless   
access. 

One example is a $300 computer, described in my July posting here 

                http://wiki.literacytent.org/index.php/Cheap_Computers 

The M.I.T. laptop (under $100) might be another -- someday -- but I   
am looking for currently available models.  Can anyone point us to   
one for under $300? 

I am raising this in the context of helping adult learners in North   
America to buy a home computer, so I am also interested in hearing   
about your experiences in helping learners do this.  What do you find   
works and what doesn't?  Are there ways that students help each other   
to buy a computer?  Do you, as a teacher, help students to figure out   
how to buy a computer?  To you cover this in class? (Should you?) Do   
you have lessons on this you could share? 

Here's a Web resource, on E-square (an electronic square for adult   
learners in the Boston area) which is designed for adult students   
exploring buying a home computer:  "How to Buy and Use a Computer" 
                
                http://www.sabes.org/technology/buycomputer/ 

David J. Rosen 
djrosen at comcast.net 

---------------------------------------------------- 
National Insitute for Literacy 
Technology and 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 Insitute for Literacy
Technology and 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 cook.sandra at northlandscollege.sk.ca  Wed Dec 14 15:48:53 2005
From: cook.sandra at northlandscollege.sk.ca (Cook.Sandra)
Date: Wed, 14 Dec 2005 14:48:53 -0600
Subject: [Technology] Helping adult learners buy
	inexpensivehome	computers
In-Reply-To: <OFA34DB3B4.1C0BDB54-ON072570D7.005A4AA7-072570D7.005A4AAD@yc.edu>
Message-ID: <000101c600ef$cbdefc50$786dbd0a@nlcadmin.ca>

We have similar programs here in Canada.  Where you can put your name on a
list for computers if you are of low income.  Also there is a program called
Sasktel Pioneers that refurbish computers to give to school programs.  I am
finding more and more of these programs all over Canada.  

Sandra

 

  _____  

From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov] On
Behalf Of Tina_Luffman at yc.edu
Sent: Wednesday, December 14, 2005 10:26 AM
To: The Technology and Literacy Discussion List
Subject: Re: [Technology] Helping adult learners buy inexpensivehome
computers

 

Hi NIFL,

 

I also asked my husband last night and he said that another way for students
to save money is to buy computers with Linux since it saves the $100+
operating system fee for Windows. He has heard of groups buying up laptops
and desktop computers with Linux operating systems to send to third world
countries. Some computers are even made with hand cranks for power
generation. In Cottonwood, AZ where I live there is actually a non-profit
business that recycles computers that people donate and then gives them away
to those who can't afford a computer.

 

Another idea--my daughter's friend just came home from two years in Morocco
with the Peace Corps, and her question is this: What is the greater global
concern, the technology gap or the literacy gap? What good are computers if
the people cannot read in their own language? I do believe that computers
are great tools for learning how to read in their own language. Any other
input?

 

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: Tina_Luffman at yc.edu
Sent by: technology-bounces at nifl.gov
Date: 12/13/2005 01:25PM
Subject: Re: [Technology] Helping adult learners buy inexpensive home
computers

Hi David and all, 

Another good possibility is to have students watch for schools to hold
auctions. I know that the school district where my husband works and the
college where I work often hold auctions and sell used computers that are
still quite usable for a really low price, like < $100. 

Tina 

Tina Luffman 
Coordinator, Developmental Education 
Verde Valley Campus 
928-634-6544 
tina_luffman at yc.edu 

David Rosen <djrosen at comcast.net> 
Sent by: technology-bounces at nifl.gov 

12/13/2005 05:51 AM 

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

To 

technology at nifl.gov 

cc 

  

Subject 

[Technology] Helping adult learners buy inexpensive home computers 

 

  

 

Technology colleagues, 

What are the best choices for a really inexpensive new home computer   
which has Internet access capability? 

It could be a desktop or laptop.  It would be for a very low-income   
adult learner who has little or no experience using computers.  It   
would be used in many ways, but would would need to be able to access   
the Web for distance learning instruction sites, including wireless   
access. 

One example is a $300 computer, described in my July posting here 

                http://wiki.literacytent.org/index.php/Cheap_Computers 

The M.I.T. laptop (under $100) might be another -- someday -- but I   
am looking for currently available models.  Can anyone point us to   
one for under $300? 

I am raising this in the context of helping adult learners in North   
America to buy a home computer, so I am also interested in hearing   
about your experiences in helping learners do this.  What do you find   
works and what doesn't?  Are there ways that students help each other   
to buy a computer?  Do you, as a teacher, help students to figure out   
how to buy a computer?  To you cover this in class? (Should you?) Do   
you have lessons on this you could share? 

Here's a Web resource, on E-square (an electronic square for adult   
learners in the Boston area) which is designed for adult students   
exploring buying a home computer:  "How to Buy and Use a Computer" 
                
                http://www.sabes.org/technology/buycomputer/ 

David J. Rosen 
djrosen at comcast.net 

---------------------------------------------------- 
National Insitute for Literacy 
Technology and 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 Insitute for Literacy
Technology and 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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URL: http://www.nifl.gov/pipermail/technology/attachments/20051214/51824ed2/attachment.html 

From mariannf at lacnyc.org  Wed Dec 14 16:04:17 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Wed, 14 Dec 2005 16:04:17 -0500
Subject: [Technology] New Issue of "Focus on Basics"
In-Reply-To: <3.0.6.32.20051214123309.00d561a0@mail.psnyc.com>
References: <OFA34DB3B4.1C0BDB54-ON072570D7.005A4AA7-072570D7.005A4AAD@yc.edu>
Message-ID: <3.0.6.32.20051214160417.00d561a0@mail.psnyc.com>

Hello All,
The following message is from Barb Garner.
Best,
Mariann

***************
The newest issue of "Focus on Basics" is now on NCSALL's web site,
http://www.ncsall.net. It's on ESOL and features research from NCSALL?s
ESOL Lab School.
Steve Reder, director of the ESOL Lab School, a partnership of Portland
State University and Portland Community College, describes the research and
how it is conducted. 
Kathryn Harris reports on one aspect of her study of pair work in the ESOL
classroom. Learners she studied individualized their pair work, adapting
the activities to their language learning needs. 
Pair activities are provided by Donna Moss of Arlington, VA.
Sustained silent reading has been found to encourage many students to read:
does it do the same with beginning-level ESOL learners? It is a viable
practice with this group, explain Sandra Banke and Reuel Kurzet, who
participated in this Lab School study. 
To improve their students? speaking and listening skills, teachers often
set up conversation groups. What if the conversation leaders were
university students who studied immigration and cultural adaptation as well
as strategies for initiating and keeping conversations going? Betsy Kraft
chronicles her classes? experiences leading conversations with Lab School
students.
Anyone who has taught an ESOL class with students from a variety of
language backgrounds has noticed the chatter that goes on, in English,
during breaks. Dominique Brillanceau was curious about whether this casual
conversation occurs in class as well, and, if it does, what role it plays
in learning. 
Starting conversations can be hard for anyone; it?s even harder in a new
language. John Hellermann explored the nuance of initiating and turn-taking
in conversations in Lab School classes. 
Some ESOL learners get stuck, and teachers struggle to find out why. Robin
Schwarz, now of Ohio, shares case studies from her years of work with ESOL
learners and teachers and provides tips on how to find out what might be
the problem.
And the development of NCSALL's Health Literacy Study Circle+ guide is
chronicles by Winston Lawrence, NY, and Lisa Soricone, NCSALL.
Happy Reading!Barb GarnerEditor

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From mariannf at lacnyc.org  Thu Dec 15 13:02:06 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Thu, 15 Dec 2005 13:02:06 -0500
Subject: [Technology] NAAL Report
In-Reply-To: <3.0.6.32.20051214123309.00d561a0@mail.psnyc.com>
References: <OFA34DB3B4.1C0BDB54-ON072570D7.005A4AA7-072570D7.005A4AAD@yc.edu>
Message-ID: <3.0.6.32.20051215130206.00d52220@mail.psnyc.com>

For IMMEDIATE RELEASE
December 14, 2005
Contact: Larry McQuillan
(202) 403-5119
Louise Kennelly
(202) 403-5817

State Assessments of Adult Literacy to be Released in Coordination with 
National Assessment of Adult Literacy

WASHINGTON ? The Department of Education?s National Center for Education 
Statistics (NCES) will be releasing the first report based on data from the 
National Assessment of Adult Literacy on Thursday, December 15, 2005. The 
report, A First Look at the Literacy of America's Adults in the 21st Century 
will be available on the NCES website: www.nces.ed.gov/naal. The reports from 
five states who purchased a state sample in coordination with the NAAL will 
also be released on Thursday, December 15th at 9:30 AM. These states are 
Kentucky, Maryland, Massachusetts, Missouri, and New York. These reports will 
be available at www.air.org/naal. Oklahoma's report is currently being 
reviewed by state staff and will be released shortly.

AIR?s team was led by Vice President Mark Kutner, and Elizabeth Greenberg, 
St?phane Baldi, and Justin Baer. They were responsible for preparing the 
national and state reports. For additional information, contact Larry 
McQuillan, AIR?s director of communications, at (202) 403-5119.

About AIR

The American Institutes for Research (AIR) is an independent, not-for- profit 
organization that conducts behavioral and social science research on
important 
social issues and delivers technical assistance both domestically and 
internationally in the areas of health, education, and workforce productivity.

###

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From jn at cloudworld.co.uk  Thu Dec 15 14:35:27 2005
From: jn at cloudworld.co.uk (John Nissen)
Date: Thu, 15 Dec 2005 19:35:27 -0000
Subject: [Technology] Helping adult learners buy inexpensive home
	computers
References: <OFA34DB3B4.1C0BDB54-ON072570D7.005A4AA7-072570D7.005A4AAD@yc.edu>
Message-ID: <003e01c601ae$b3991850$0402a8c0@Tomschoice>

Hi NIFLers,

Tina writes: "What is the greater global concern, the technology gap or the 
literacy gap? What good are computers if the people cannot read in their own 
language? I do believe that computers are great tools for learning how to 
read in their own language."

Surely the illiteracy gap is more important than the technology gap. 
Computers are pretty useless without literacy.  And the Internet is mostly 
in English.  Computers can be used to teach English and literacy at the same 
time.  For example Cloudworld's software, WordAloud, has been used on cheap 
computers in Sri Lanka, running Windows.  (I'm told the computers cost about 
$100 including the OS).  WordAloud features a large character, 
word-at-a-time display.  Thus text on a 15" screen can be seen and read at 
the back of the class.  The software can be used for writing as well as 
reading.  The teacher can use the screen instead of flash cards.  Better 
still, the teacher can make the constituent sounds/phonemes of a word while 
typing the corresponding letters/graphemes.  Thus the teacher can 
demonstrate segmentation of words into sounds for spelling.  Then, in 
reading back the text, the teacher can demonstrate blending of sounds into 
words for decoding, as well as explaining the meaning of new words.  (BTW, 
segmentation and blending are the essential skills taught "first and fast" 
in synthetic phonics, recently accepted for the literacy strategy in 
England.  See http://news.bbc.co.uk/1/hi/education/4485062.stm.)

After a lesson, pupils/students try reading and writing by themselves. 
There is a built-in speech synthesiser, to help the pupils.  Optionally 
pictures can be displayed alongside text to help in comprehension and so the 
pupils can associate meaning with the words.

(BTW, there is a free demo of WordAloud you can download from the Cloudworld 
web site:  http://www.cloudworld.co.uk/.)

So a lot can be done with a cheap computer and inexpensive software. 
(Cloudworld  offered WordAloud free to schools in Sri Lanka because of the 
tsunami.)

Cheers from Chiswick.

John

John Nissen
Cloudworld Ltd - http://www.cloudworld.co.uk
maker of the assistive reader, WordAloud.
Try WordAloud with synthetic phonics:
http://www.cloudworld.co.uk/teaching-synthetic-phonics.htm
Tel: +44 208 742 3170  Fax: +44 208 742 0202
Email: info at cloudworld.co.uk

----- Original Message ----- 
From: Tina_Luffman at yc.edu
To: The Technology and Literacy Discussion List
Sent: Wednesday, December 14, 2005 4:26 PM
Subject: Re: [Technology] Helping adult learners buy inexpensivehome 
computers

Hi NIFL,

I also asked my husband last night and he said that another way for students 
to save money is to buy computers with Linux since it saves the $100+ 
operating system fee for Windows. He has heard of groups buying up laptops 
and desktop computers with Linux operating systems to send to third world 
countries. Some computers are even made with hand cranks for power 
generation. In Cottonwood, AZ where I live there is actually a non-profit 
business that recycles computers that people donate and then gives them away 
to those who can't afford a computer.

Another idea--my daughter's friend just came home from two years in Morocco 
with the Peace Corps, and her question is this: What is the greater global 
concern, the technology gap or the literacy gap? What good are computers if 
the people cannot read in their own language? I do believe that computers 
are great tools for learning how to read in their own language. Any other 
input?

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: Tina_Luffman at yc.edu
Sent by: technology-bounces at nifl.gov
Date: 12/13/2005 01:25PM
Subject: Re: [Technology] Helping adult learners buy inexpensive home 
computers

Hi David and all,

Another good possibility is to have students watch for schools to hold 
auctions. I know that the school district where my husband works and the 
college where I work often hold auctions and sell used computers that are 
still quite usable for a really low price, like < $100.

Tina

Tina Luffman
Coordinator, Developmental Education
Verde Valley Campus
928-634-6544
tina_luffman at yc.edu

David Rosen <djrosen at comcast.net>
Sent by: technology-bounces at nifl.gov
12/13/2005 05:51 AM Please respond to
The Technology and Literacy Discussion List <technology at nifl.gov>

To technology at nifl.gov
cc
Subject [Technology] Helping adult learners buy inexpensive home computers

Technology colleagues,

What are the best choices for a really inexpensive new home computer
which has Internet access capability?

It could be a desktop or laptop.  It would be for a very low-income
adult learner who has little or no experience using computers.  It
would be used in many ways, but would would need to be able to access
the Web for distance learning instruction sites, including wireless
access.

One example is a $300 computer, described in my July posting here

                http://wiki.literacytent.org/index.php/Cheap_Computers

The M.I.T. laptop (under $100) might be another -- someday -- but I
am looking for currently available models.  Can anyone point us to
one for under $300?

[snip] 

From jn at cloudworld.co.uk  Thu Dec 15 17:52:04 2005
From: jn at cloudworld.co.uk (John Nissen)
Date: Thu, 15 Dec 2005 22:52:04 -0000
Subject: [Technology] New Issue of "Focus on Basics"
References: <OFA34DB3B4.1C0BDB54-ON072570D7.005A4AA7-072570D7.005A4AAD@yc.edu>
	<3.0.6.32.20051214160417.00d561a0@mail.psnyc.com>
Message-ID: <00b101c601ca$2ba31f10$0402a8c0@Tomschoice>

Hello all,

I am trying to find out how one should teach literacy skills to adults.  It 
has been suggested on several lists to visit the NCSALL web site, and look 
at research.

So I looked at the site and found the EBAEP model (draft for comment),
http://www.ncsall.net/fileadmin/resources/research/ebaep_model_monograph.pdf,
which is about Evidence-Based Adult Education, to find out what evidence 
there was to support particular approaches to literacy, such as 
systematic/synthetic phonics versus whole language.  There was almost 
nothing there.  Worse, the teachers are expected to evaluate the research 
themselves, to decide how best to teach!  But no sources were given as to 
where there is good evidence for one method or another.

In particular I looked at pages 77-78, the section 27 on "Instructional 
approaches".  Quoting from this:
"Teachers need to understand why to use a particular technique, not just how 
to use it; they need the underlying foundational theory of teaching and 
learning that will allow them to integrate new thinking with new actions."

Now I know for children about the foundational theory, and evidence in 
practice, that systematic phonics works.  On the other hand, there is no 
scientific theory, or evidence, that the whole language approach works - 
because it doesn't.  See Scientific American, March 2002.  (And mixing 
methods doesn't work either.)

The March 2002 Scientific American put it well: "Because the controversy 
[between phonics and whole-language] is enmeshed in the philosophical 
differences between traditional and progressive approaches. The progressives 
challenge the results of laboratory tests and classroom studies on the basis 
of a broad philosophical skepticism about the value of such research." In 
other words, they are willing to ignore solid research that contradicts 
their beloved theories, theories that keep kids from reading.

So I am trying to find if anybody has used systematic/synthetic phonics on 
adults, because if it works on children I see no reason why it should not 
work on adults, given suitable initial teaching material (so as not to 
appear "childish").  The phonics approach must:

 1.   establish that the alphabetic principle is fully understood by the 
student;
 2.   work on phonemic awareness, so that all 44 phonemes can be recognised 
within words;
 3.  make sure common letter-sound (grapheme-phoneme) correspondences are 
known;
 4.  work on the basic skill of segmentation (for spelling);
 5.  work on the basic skill of blending (for decoding and reading).

After a basic reading skill level has been reached, with simple reading 
material:

 6.  add vocabulary to allow comprehension of increasingly advanced reading 
material.

It seems to me, as a scientist by training, that the above approach is 
sound.  The evidence of the Clackmannanshire study, shows that the approach 
works for everybody, including 'dyslexics' and childen with special needs. 
In this study of 300 children in a deprived area of Scotland there were no 
non-readers after synthetic phonics had been introduced!

Anyway, the UK government is now convinced, and is going to adopt synthetic 
phonics for schools.  See http://news.bbc.co.uk/1/hi/education/4485062.stm. 
Should we adopt it for adults?

Cheers from Chiswick,

John

John Nissen
Cloudworld Ltd - http://www.cloudworld.co.uk
maker of the assistive reader, WordAloud.
Try WordAloud with synthetic phonics:
http://www.cloudworld.co.uk/teaching-synthetic-phonics.htm
Tel: +44 208 742 3170  Fax: +44 208 742 0202
Email: info at cloudworld.co.uk

----- Original Message ----- 
From: "Mariann Fedele" <mariannf at lacnyc.org>
To: "The Technology and Literacy Discussion List" <technology at nifl.gov>
Sent: Wednesday, December 14, 2005 9:04 PM
Subject: [Technology] New Issue of "Focus on Basics"

Hello All,
The following message is from Barb Garner.
Best,
Mariann

***************
The newest issue of "Focus on Basics" is now on NCSALL's web site,
http://www.ncsall.net. It's on ESOL and features research from NCSALL's
ESOL Lab School. 

From jn at cloudworld.co.uk  Fri Dec 16 17:06:19 2005
From: jn at cloudworld.co.uk (John Nissen)
Date: Fri, 16 Dec 2005 22:06:19 -0000
Subject: [Technology] [FocusOnBasics]  New Issue of "Focus on Basics"
References: <OFA34DB3B4.1C0BDB54-ON072570D7.005A4AA7-072570D7.005A4AAD@yc.edu
	>	<3.0.6.32.20051214160417.00d561a0@mail.psnyc.com>
	<00b101c601ca$2ba31f10$0402a8c0@Tomschoice>
	<1237593.1134728126@1234cumminjo>
Message-ID: <016601c6028c$f1ee4880$0402a8c0@Tomschoice>

Hi John,

Thanks for your explanation, though that ebaep model on the NCSALL site 
_does_ include recommendations about teaching practice.

Looking at http://www.nifl.gov/readingprofiles/, which you recommended, it 
seems that there are various 'profiles' under which readers come.  No doubt 
this depends on how, and how successfully, they were taught in the first 
place.  Unfortunately the matching process doesn't tell you anything about 
that.  What we do know is that nearly all people who have a reading 
difficulty have missed out on some stage - one of the 6 that I mentioned. 
Very often it is phonemic awareness.  But also the alphabetic principle may 
not be grasped.  A very telling remark is made in a paper by Hager, actually 
at the NCSALL site.  Hager details the use of phonics in his/her teaching of 
adults:

" The volunteers [teachers] are also surprised that students do not feel 
insulted or embarrassed working with the letters of the alphabet and reading 
texts that
may appear babyish. On the contrary, after years of only using a hit or miss
approach, my students are extremely relieved to discover that reading
involves patterns of letters with predictable sounds. "

Is there other research which supports these findings?  It seems that the 
phonics which Hager espouses has disappeared from the NCSALL consciousness. 
Phonics is one of the key aspects of reading instruction identified by the 
National Reading Panel, yet NCSALL seems to ignore it.  See for example 
http://www.ncsall.net/?id=912 on reading instruction.  I am very puzzled. 
Surely there is some research to back Hager.

Cheers from Chiswick,

John

John Nissen
Cloudworld Ltd - http://www.cloudworld.co.uk
maker of the assistive reader, WordAloud.
Try WordAloud with synthetic phonics:
http://www.cloudworld.co.uk/teaching-synthetic-phonics.htm
Tel: +44 208 742 3170  Fax: +44 208 742 0202
Email: info at cloudworld.co.uk

----- Original Message ----- 
From: "John Comings" <comingjo at gse.harvard.edu>
To: "John Nissen" <jn at cloudworld.co.uk>
Sent: Friday, December 16, 2005 3:15 PM
Subject: Re: [FocusOnBasics] [Technology] New Issue of "Focus on Basics"

> The document you gained access to is about everything except the specific 
> approaches to teaching literacy, numeracy, English, and the skills and 
> knowledge needed to pass the GED test. It is about the infrastructure and 
> very little of that has scientific research to back it up.  Why for 
> example do you have school buildings with teachers and desks?  Is there a 
> study to show that is more effective than having a big room with pillows? 
> So, it would not have dealt with an approach to teaching reading.
>
> However, we do support the components approach to teaching reading, and 
> for those adults whose reading is constrained by poor decoding skills, 
> they should be addressed. However, many of the adults who come to our 
> classes can decode but have low fluency and low oral vocabularies. We draw 
> from the scientific research on teaching those two skills when giving 
> advice about teaching reading. You might look at a site we set up and 
> maintain for NIFL:
>
> <http://www.nifl.gov/readingprofiles/>
>
> or at our site you might look at the reading study circle guide linked on 
> the home page.
>
> --On Thursday, December 15, 2005 10:52 PM +0000 John Nissen 
> <jn at cloudworld.co.uk> wrote:
>
>>
>> Hello all,
>>
>> I am trying to find out how one should teach literacy skills to adults.
>> It  has been suggested on several lists to visit the NCSALL web site, and
>> look  at research.
>>
>> So I looked at the site and found the EBAEP model (draft for comment),
>> http://www.ncsall.net/fileadmin/resources/research/ebaep_model_monograph.
>> pdf, which is about Evidence-Based Adult Education, to find out what
>> evidence  there was to support particular approaches to literacy, such as
>> systematic/synthetic phonics versus whole language.  There was almost
>> nothing there.  Worse, the teachers are expected to evaluate the research
>> themselves, to decide how best to teach!  But no sources were given as to
>> where there is good evidence for one method or another.
>>
>> In particular I looked at pages 77-78, the section 27 on "Instructional
>> approaches".  Quoting from this:
>> "Teachers need to understand why to use a particular technique, not just
>> how  to use it; they need the underlying foundational theory of teaching
>> and  learning that will allow them to integrate new thinking with new
>> actions."
>>
>> Now I know for children about the foundational theory, and evidence in
>> practice, that systematic phonics works.  On the other hand, there is no
>> scientific theory, or evidence, that the whole language approach works -
>> because it doesn't.  See Scientific American, March 2002.  (And mixing
>> methods doesn't work either.)
>>
>> The March 2002 Scientific American put it well: "Because the controversy
>> [between phonics and whole-language] is enmeshed in the philosophical
>> differences between traditional and progressive approaches. The
>> progressives  challenge the results of laboratory tests and classroom
>> studies on the basis  of a broad philosophical skepticism about the value
>> of such research." In  other words, they are willing to ignore solid
>> research that contradicts  their beloved theories, theories that keep
>> kids from reading.
>>
>> So I am trying to find if anybody has used systematic/synthetic phonics
>> on  adults, because if it works on children I see no reason why it should
>> not  work on adults, given suitable initial teaching material (so as not
>> to  appear "childish").  The phonics approach must:
>>
>>  1.   establish that the alphabetic principle is fully understood by the
>> student;
>>  2.   work on phonemic awareness, so that all 44 phonemes can be
>> recognised  within words;
>>  3.  make sure common letter-sound (grapheme-phoneme) correspondences are
>> known;
>>  4.  work on the basic skill of segmentation (for spelling);
>>  5.  work on the basic skill of blending (for decoding and reading).
>>
>> After a basic reading skill level has been reached, with simple reading
>> material:
>>
>>  6.  add vocabulary to allow comprehension of increasingly advanced
>> reading  material.
>>
>> It seems to me, as a scientist by training, that the above approach is
>> sound.  The evidence of the Clackmannanshire study, shows that the
>> approach  works for everybody, including 'dyslexics' and childen with
>> special needs.  In this study of 300 children in a deprived area of
>> Scotland there were no  non-readers after synthetic phonics had been
>> introduced!
>>
>> Anyway, the UK government is now convinced, and is going to adopt
>> synthetic  phonics for schools.  See
>> http://news.bbc.co.uk/1/hi/education/4485062.stm.  Should we adopt it for
>> adults?
>>
>> Cheers from Chiswick,
>>
>> John

[snip]

>
> John Comings, Director
> National Center for the Study of Adult Learning and Literacy
> Harvard Graduate School of Education
> 7 Appian Way
> Cambridge MA 02138
> (617) 496-0516, voice
> (617) 495-4811, fax
> (617) 335-9839, mobile
> john_comings at harvard.edu
> http://ncsall.gse.harvard.edu

From djrosen at comcast.net  Sat Dec 17 09:45:17 2005
From: djrosen at comcast.net (David Rosen)
Date: Sat, 17 Dec 2005 09:45:17 -0500
Subject: [Technology] Chatter Bots and English language learning
Message-ID: <2FA0E121-90DF-4DA2-9FBF-8019BD769FC5@comcast.net>

Colleagues,

Could "Chatter Bots" be useful for improving fluency in writing in  
English?
What's a "Chatter Bot?"

Bob Rankin writes:

"The first bot, Eliza, was created in 1966 by Professor Joseph  
Weizenbaum of MIT, to study natural language communication between  
man and machine. Eliza parodies a therapist by answering questions  
with questions.... Although Eliza is almost 40 years old, you can  
still have a chat with her any time.

ALICE (Artificial Linguistic Internet Computer Entity) is a more  
sophisticated program that creates the illusion of natural  
conversation. ALICE can even tell lies, spread gossip, and is  
credited with influencing several real world happenings.

There are lots more interesting chatterbots, like BRIAN (a computer  
program that thinks it is an 18 year old college student), and the  
John Lennon bot. You can visit them and many other chatterbots too."

	http://www.askbobrankin.com/bots_and_intelligent_agents.html

If you want to chat with "A.L.I.C.E." (free) go to

	http://www.pandorabots.com/pandora/talk?botid=f5d922d97e345aa1

Here's an example of a conversation I just had with ALICE:

Human: Hello Alice
ALICE: Hi there!
Human: Where are you?
ALICE: I am in Dr. Richard S. Wallace's computer in Oakland,  
California. Where are you?
Human: In Boston
ALICE: Tell me a little about your life in Boston.
Human: It's cold here now.
ALICE: Oh. Why don't you turn up the heat?
Human: I am a student, studying English.
ALICE: How do you like your school?
Human: I love it.
ALICE: So do a lot of other people.
Human: Do you know people from my school?
ALICE: I don't know if I know it. Where would I have heard about it?
Human: It's famous.
ALICE: Should I know it?
Human: The International School of Boston
ALICE: What are your goals in life?
Human: I want to learn English, become a doctor and live in a big house.
ALICE: Interesting. I want to find out more about you.
Human: I am eligible
ALICE: I don't know anyone named eligible.
Human: I mean I am not married
ALICE: Oh I get it. Thanks for explaining that. What a coincidence. I  
am single too.

What other Chatter Bots are out there?

For a good list, from BotSpot, got to http://www.botspot.com/pages/ 
chatbots.html .  Some are free, some charge a monthly or annual fee.

Do your students use chatterbots (a.k.a. natural language  
databases) ?  If so, how?  And what are some useful ways you have  
found to use them?

David J. Rosen
djrosen at comcast.net

From djrosen at comcast.net  Sat Dec 17 10:05:02 2005
From: djrosen at comcast.net (David Rosen)
Date: Sat, 17 Dec 2005 10:05:02 -0500
Subject: [Technology] Better Web Addresses for Chatter Bots
Message-ID: <EFB32090-2271-413C-9E24-6F591F7FE2F3@comcast.net>

Colleagues,

Here are some better Web addresses for Chatter Bots:

A.L.I.C.E. :

	http://www.alicebot.org/  ( at the top of the page -- click on  
A.L.I.C.E. in "Free Live Chat: with award winning A.I. chat A.L.I.C.E.)

Chatter Bot List:

	http://www.botspot.com/pages/chatbots.html

David J. Rosen
djrosen at comcast.net

On Dec 17, 2005, at 9:45 AM, David Rosen wrote:

> Colleagues,
>
> Could "Chatter Bots" be useful for improving fluency in writing in  
> English?
> What's a "Chatter Bot?"
>
> Bob Rankin writes:
>
> "The first bot, Eliza, was created in 1966 by Professor Joseph  
> Weizenbaum of MIT, to study natural language communication between  
> man and machine. Eliza parodies a therapist by answering questions  
> with questions.... Although Eliza is almost 40 years old, you can  
> still have a chat with her any time.
>
> ALICE (Artificial Linguistic Internet Computer Entity) is a more  
> sophisticated program that creates the illusion of natural  
> conversation. ALICE can even tell lies, spread gossip, and is  
> credited with influencing several real world happenings.
>
> There are lots more interesting chatterbots, like BRIAN (a computer  
> program that thinks it is an 18 year old college student), and the  
> John Lennon bot. You can visit them and many other chatterbots too."
>
> 	http://www.askbobrankin.com/bots_and_intelligent_agents.html
>
> If you want to chat with "A.L.I.C.E." (free) go to
>
> 	http://www.pandorabots.com/pandora/talk?botid=f5d922d97e345aa1
>
> Here's an example of a conversation I just had with ALICE:
>
> Human: Hello Alice
> ALICE: Hi there!
> Human: Where are you?
> ALICE: I am in Dr. Richard S. Wallace's computer in Oakland,  
> California. Where are you?
> Human: In Boston
> ALICE: Tell me a little about your life in Boston.
> Human: It's cold here now.
> ALICE: Oh. Why don't you turn up the heat?
> Human: I am a student, studying English.
> ALICE: How do you like your school?
> Human: I love it.
> ALICE: So do a lot of other people.
> Human: Do you know people from my school?
> ALICE: I don't know if I know it. Where would I have heard about it?
> Human: It's famous.
> ALICE: Should I know it?
> Human: The International School of Boston
> ALICE: What are your goals in life?
> Human: I want to learn English, become a doctor and live in a big  
> house.
> ALICE: Interesting. I want to find out more about you.
> Human: I am eligible
> ALICE: I don't know anyone named eligible.
> Human: I mean I am not married
> ALICE: Oh I get it. Thanks for explaining that. What a coincidence.  
> I am single too.
>
>
> What other Chatter Bots are out there?
>
> For a good list, from BotSpot, got to http://www.botspot.com/pages/ 
> chatbots.html .  Some are free, some charge a monthly or annual fee.
>
> Do your students use chatterbots (a.k.a. natural language  
> databases) ?  If so, how?  And what are some useful ways you have  
> found to use them?
>
> David J. Rosen
> djrosen at comcast.net
>
>
>
>
>
>
>

From djrosen at comcast.net  Sat Dec 17 11:06:34 2005
From: djrosen at comcast.net (David Rosen)
Date: Sat, 17 Dec 2005 11:06:34 -0500
Subject: [Technology] Helping adult learners buy inexpensive home	
	computers
In-Reply-To: <OFA34DB3B4.1C0BDB54-ON072570D7.005A4AA7-072570D7.005A4AAD@yc.edu>
References: <OFA34DB3B4.1C0BDB54-ON072570D7.005A4AA7-072570D7.005A4AAD@yc.edu>
Message-ID: <CAA6296A-BEFF-4956-B281-012229A23047@comcast.net>

Tina and others,

The Simputer is an interesting example of a new, inexpensive computer  
-- it is produced in India and perhaps still only available there.   
It is a small, (under $200) portable computer (about the size of a  
PDA I think) and was designed both for low-literate adults and for  
those who want a very small, portable computer in addition to a home  
or work desktop.  One can write on it -- with a stylus I think -- in  
one's Indian language or in English and the writing is saved as a  
text file which can be transmitted. One can also access the Web.  it  
has a word processing and spreadsheet feature.

I wonder if anyone on the Technology list has used a Simputer  
(combination of Simple and Computer)  and can tell us more about it?

	http://en.wikipedia.org/wiki/Simputer

and

	http://www.simputer.org/

David J. Rosen
djrosen at comcast.net

On Dec 14, 2005, at 11:26 AM, Tina_Luffman at yc.edu wrote:

> Hi NIFL,
>
> I also asked my husband last night and he said that another way for  
> students to save money is to buy computers with Linux since it  
> saves the $100+ operating system fee for Windows. He has heard of  
> groups buying up laptops and desktop computers with Linux operating  
> systems to send to third world countries. Some computers are even  
> made with hand cranks for power generation. In Cottonwood, AZ where  
> I live there is actually a non-profit business that recycles  
> computers that people donate and then gives them away to those who  
> can't afford a computer.
>
> Another idea--my daughter's friend just came home from two years in  
> Morocco with the Peace Corps, and her question is this: What is the  
> greater global concern, the technology gap or the literacy gap?  
> What good are computers if the people cannot read in their own  
> language? I do believe that computers are great tools for learning  
> how to read in their own language. Any other input?
>
> 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: Tina_Luffman at yc.edu
> Sent by: technology-bounces at nifl.gov
> Date: 12/13/2005 01:25PM
> Subject: Re: [Technology] Helping adult learners buy inexpensive  
> home	computers
>
>
> Hi David and all,
>
> Another good possibility is to have students watch for schools to  
> hold auctions. I know that the school district where my husband  
> works and the college where I work often hold auctions and sell  
> used computers that are still quite usable for a really low price,  
> like < $100.
>
> Tina
>
>
>
> Tina Luffman
> Coordinator, Developmental Education
> Verde Valley Campus
> 928-634-6544
> tina_luffman at yc.edu
>
>
> David Rosen <djrosen at comcast.net>
> Sent by: technology-bounces at nifl.gov
> 12/13/2005 05:51 AM
> Please respond to
> The Technology and Literacy Discussion List <technology at nifl.gov>
>
>
> To
> technology at nifl.gov
> cc
>
> Subject
> [Technology] Helping adult learners buy inexpensive home computers
>
>
>
>
>
>
> Technology colleagues,
>
> What are the best choices for a really inexpensive new home computer
> which has Internet access capability?
>
> It could be a desktop or laptop.  It would be for a very low-income
> adult learner who has little or no experience using computers.  It
> would be used in many ways, but would would need to be able to access
> the Web for distance learning instruction sites, including wireless
> access.
>
> One example is a $300 computer, described in my July posting here
>
>                 http://wiki.literacytent.org/index.php/Cheap_Computers
>
> The M.I.T. laptop (under $100) might be another -- someday -- but I
> am looking for currently available models.  Can anyone point us to
> one for under $300?
>
> I am raising this in the context of helping adult learners in North
> America to buy a home computer, so I am also interested in hearing
> about your experiences in helping learners do this.  What do you find
> works and what doesn't?  Are there ways that students help each other
> to buy a computer?  Do you, as a teacher, help students to figure out
> how to buy a computer?  To you cover this in class? (Should you?) Do
> you have lessons on this you could share?
>
> Here's a Web resource, on E-square (an electronic square for adult
> learners in the Boston area) which is designed for adult students
> exploring buying a home computer:  "How to Buy and Use a Computer"
>
>                 http://www.sabes.org/technology/buycomputer/
>
> David J. Rosen
> djrosen at comcast.net
>
> ----------------------------------------------------
> National Insitute for Literacy
> Technology and 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 Insitute for Literacy
> Technology and 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 Insitute for Literacy
> Technology and 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 Dec 19 07:52:34 2005
From: djrosen at comcast.net (David Rosen)
Date: Mon, 19 Dec 2005 07:52:34 -0500
Subject: [Technology] Chatter Bots and English Language Learning
Message-ID: <DDF48EB9-0AA4-4114-9D79-86616FEE4097@comcast.net>

Colleagues,

Could "Chatter Bots" be useful for improving fluency in writing in  
English?

What's a "Chatter Bot?"

Bob Rankin writes:

"The first bot, Eliza, was created in 1966 by Professor Joseph  
Weizenbaum of MIT, to study natural language communication between  
man and machine. Eliza parodies a therapist by answering questions  
with questions.... Although Eliza is almost 40 years old, you can  
still have a chat with her any time.

ALICE (Artificial Linguistic Internet Computer Entity) is a more  
sophisticated program that creates the illusion of natural  
conversation. ALICE can even tell lies, spread gossip, and is  
credited with influencing several real world happenings.

There are lots more interesting chatterbots, like BRIAN (a computer  
program that thinks it is an 18 year old college student), and the  
John Lennon bot. You can visit them and many other chatterbots too."

	http://www.askbobrankin.com/bots_and_intelligent_agents.html

If you want to chat with "A.L.I.C.E." (free) go to

	http://www.alicebot.org/  ( at the top of the page -- click on  
A.L.I.C.E. in "Free Live Chat: with award winning A.I. chat A.L.I.C.E.)

Here's an example of a conversation I had with ALICE:

Human: Hello Alice
ALICE: Hi there!
Human: Where are you?
ALICE: I am in Dr. Richard S. Wallace's computer in Oakland,  
California. Where are you?
Human: In Boston
ALICE: Tell me a little about your life in Boston.
Human: It's cold here now.
ALICE: Oh. Why don't you turn up the heat?
Human: I am a student, studying English.
ALICE: How do you like your school?
Human: I love it.
ALICE: So do a lot of other people.
Human: Do you know people from my school?
ALICE: I don't know if I know it. Where would I have heard about it?
Human: It's famous.
ALICE: Should I know it?
Human: The International School of Boston
ALICE: What are your goals in life?
Human: I want to learn English, become a doctor and live in a big house.
ALICE: Interesting. I want to find out more about you.
Human: I am eligible
ALICE: I don't know anyone named eligible.
Human: I mean I am not married
ALICE: Oh I get it. Thanks for explaining that. What a coincidence. I  
am single too.

What other Chatter Bots are out there?  For a good list, from  
BotSpot, go to

	http://www.botspot.com/pages/chatbots.html .

Some are free, some charge a monthly or annual fee.

Do your students use chatterbots (a.k.a. natural language  
databases) ?  If so, how?  And what are some useful ways you have  
found to use them?

David J. Rosen
djrosen at comcast.net

From jn at cloudworld.co.uk  Sun Dec 18 08:46:46 2005
From: jn at cloudworld.co.uk (John Nissen)
Date: Sun, 18 Dec 2005 13:46:46 -0000
Subject: [Technology] [FocusOnBasics]  New Issue of "Focus on Basics"
References: <OFA34DB3B4.1C0BDB54-ON072570D7.005A4AA7-072570D7.005A4AAD@yc.edu
	>	<3.0.6.32.20051214160417.00d561a0@mail.psnyc.com>
	<00b101c601ca$2ba31f10$0402a8c0@Tomschoice>
	<1237593.1134728126@1234cumminjo>
	<016601c6028c$f1ee4880$0402a8c0@Tomschoice>
	<2779216.1134813348@[192.168.1.102]>
Message-ID: <018701c603d9$81529f60$0402a8c0@Tomschoice>

Hello John,

Thanks for mentioning the book "Research-Based Principles for Adult Basic 
Education Reading Instruction" which I found described at:
http://www.nifl.gov/partnershipforreading/publications/html/adult_ed/adult_ed_1.html.
I see you helped to create it, as acknowledged by the author.

The book was the result of work by the Reading Research Working Group, 
similar to work done by the National Reading Panel, but concerning reading 
instruction for adults rather than children, and including studies related 
to the assessment of reading ability.

In studying the research, and looking at the assessments and reading 
profiles, it must have become clear that the underlying cause of illiteracy 
in adults was that they had not been adequately taught phonemic awareness 
and phonics, with many not grasping the alphabetic principle (that written 
language is a coding of sounds).   So that should have resulted in the 
recommendation for concentrating instruction on the first five of my six 
points of my original message:

>>>>  1.   establish that the alphabetic principle is fully understood by 
>>>> the
>>>> student;
>>>>  2.   work on phonemic awareness, so that all 44 phonemes can be
>>>> recognised  within words;
>>>>  3.  make sure common letter-sound (grapheme-phoneme) correspondences
>>>>  are known;
>>>>  4.  work on the basic skill of segmentation (for spelling);
>>>>  5.  work on the basic skill of blending (for decoding and reading).
>>>>
>>>> After a basic reading skill level has been reached, with simple reading
>>>> material:
>>>>
>>>>  6.  add vocabulary to allow comprehension of increasingly advanced
>>>> reading  material.

What I don't see is such a recommendation, which I find puzzling. 
Furthermore there should be strong emphasis on systematic and explicit 
phonics instruction, as exemplified in the method called synthetic phonics. 
I would suggest that synthetic phonics is an ideal basis for adult 
instruction, as it provides the simplest approach for the learner.  It 
starts by avoiding confusing the learner with the many difficulties of the 
English language, and only slowly introduces complexities, once the basic 
principles of segmentation and blending have been established.  It also 
reduces memory load, since the learner only has to remember sound-letter 
correspondences, and not hundreds of sight words and rhyming patterns.

What we have learnt from Clackmannanshire is that synthetic phonics works 
for 100% of children.  Now we need to see whether it works for adults.  Is 
there any reason why it should not?

Best regards,

John

John Nissen
Cloudworld Ltd - http://www.cloudworld.co.uk
maker of the assistive reader, WordAloud.
Try WordAloud with synthetic phonics:
http://www.cloudworld.co.uk/teaching-synthetic-phonics.htm
Tel: +44 208 742 3170  Fax: +44 208 742 0202
Email: info at cloudworld.co.uk

----- Original Message ----- 
From: "John Comings" <comingjo at gse.harvard.edu>
To: "John Nissen" <jn at cloudworld.co.uk>
Cc: <focusonbasics at nifl.gov>; "The Technology &amp; Literacy Discussion 
List" <technology at dev.nifl.gov>; <familyliteracy at dev.nifl.gov>; "Debbie 
Hepplewhite" <debbie at syntheticphonics.com>
Sent: Saturday, December 17, 2005 2:55 PM
Subject: Re: [FocusOnBasics] [Technology] New Issue of "Focus on Basics"

> The study circle guide is based on Research-Based Principles for Adult 
> Basic Education Reading Instruction, which summarizes all the scientific 
> research on the topic and does include phonics. NCSALL's profiles of adult 
> learners are based on research that employed extensive testing of the 
> components of reading, including decoding skills, and cluster analysis to 
> provide specific help.  For some adults phonics is their biggest hurtle, 
> but for others it is not the limiting factor or one of several.
>
> --On Friday, December 16, 2005 10:06 PM +0000 John Nissen 
> <jn at cloudworld.co.uk> wrote:
>
>>
>> Hi John,
>>
>> Thanks for your explanation, though that ebaep model on the NCSALL site
>> _does_ include recommendations about teaching practice.
>>
>> Looking at http://www.nifl.gov/readingprofiles/, which you recommended,
>> it seems that there are various 'profiles' under which readers come.  No
>> doubt this depends on how, and how successfully, they were taught in the
>> first place.  Unfortunately the matching process doesn't tell you
>> anything about that.  What we do know is that nearly all people who have
>> a reading difficulty have missed out on some stage - one of the 6 that I
>> mentioned. Very often it is phonemic awareness.  But also the alphabetic
>> principle may not be grasped.  A very telling remark is made in a paper
>> by Hager, actually at the NCSALL site.  Hager details the use of phonics
>> in his/her teaching of adults:
>>
>> " The volunteers [teachers] are also surprised that students do not feel
>> insulted or embarrassed working with the letters of the alphabet and
>> reading texts that may appear babyish. On the contrary, after years of
>> only using a hit or miss approach, my students are extremely relieved to
>> discover that reading involves patterns of letters with predictable
>> sounds. "
>>
>> Is there other research which supports these findings?  It seems that the
>> phonics which Hager espouses has disappeared from the NCSALL
>> consciousness. Phonics is one of the key aspects of reading instruction
>> identified by the National Reading Panel, yet NCSALL seems to ignore it.
>> See for example http://www.ncsall.net/?id=912 on reading instruction.  I
>> am very puzzled. Surely there is some research to back Hager.
>>
>> Cheers from Chiswick,
>>
>> John
>>
>> John Nissen
>> Cloudworld Ltd - http://www.cloudworld.co.uk
>> maker of the assistive reader, WordAloud.
>> Try WordAloud with synthetic phonics:
>> http://www.cloudworld.co.uk/teaching-synthetic-phonics.htm
>> Tel: +44 208 742 3170  Fax: +44 208 742 0202
>> Email: info at cloudworld.co.uk
>>
>>
>>
>> ----- Original Message ----- From: "John Comings"
>> <comingjo at gse.harvard.edu> To: "John Nissen" <jn at cloudworld.co.uk>
>> Sent: Friday, December 16, 2005 3:15 PM
>> Subject: Re: [FocusOnBasics] [Technology] New Issue of "Focus on Basics"
>>
>>
>>> The document you gained access to is about everything except the
>>> specific  approaches to teaching literacy, numeracy, English, and the
>>> skills and  knowledge needed to pass the GED test. It is about the
>>> infrastructure and  very little of that has scientific research to back
>>> it up.  Why for  example do you have school buildings with teachers and
>>> desks?  Is there a  study to show that is more effective than having a
>>> big room with pillows?  So, it would not have dealt with an approach to
>>> teaching reading.
>>>
>>> However, we do support the components approach to teaching reading, and
>>> for those adults whose reading is constrained by poor decoding skills,
>>> they should be addressed. However, many of the adults who come to our
>>> classes can decode but have low fluency and low oral vocabularies. We
>>> draw  from the scientific research on teaching those two skills when
>>> giving  advice about teaching reading. You might look at a site we set
>>> up and  maintain for NIFL:
>>>
>>> <http://www.nifl.gov/readingprofiles/>
>>>
>>> or at our site you might look at the reading study circle guide linked
>>> on  the home page.
>>>
>>> --On Thursday, December 15, 2005 10:52 PM +0000 John Nissen
>>> <jn at cloudworld.co.uk> wrote:
>>>
>>>>
>>>> Hello all,
>>>>
>>>> I am trying to find out how one should teach literacy skills to adults.
>>>> It  has been suggested on several lists to visit the NCSALL web site,
>>>> and look  at research.
>>>>
>>>> So I looked at the site and found the EBAEP model (draft for comment),
>>>> http://www.ncsall.net/fileadmin/resources/research/ebaep_model_monograp
>>>> h. pdf, which is about Evidence-Based Adult Education, to find out what
>>>> evidence  there was to support particular approaches to literacy, such
>>>> as systematic/synthetic phonics versus whole language.  There was 
>>>> almost
>>>> nothing there.  Worse, the teachers are expected to evaluate the
>>>> research themselves, to decide how best to teach!  But no sources were
>>>> given as to where there is good evidence for one method or another.
>>>>
>>>> In particular I looked at pages 77-78, the section 27 on "Instructional
>>>> approaches".  Quoting from this:
>>>> "Teachers need to understand why to use a particular technique, not 
>>>> just
>>>> how  to use it; they need the underlying foundational theory of 
>>>> teaching
>>>> and  learning that will allow them to integrate new thinking with new
>>>> actions."
>>>>
>>>> Now I know for children about the foundational theory, and evidence in
>>>> practice, that systematic phonics works.  On the other hand, there is 
>>>> no
>>>> scientific theory, or evidence, that the whole language approach 
>>>> works -
>>>> because it doesn't.  See Scientific American, March 2002.  (And mixing
>>>> methods doesn't work either.)
>>>>
>>>> The March 2002 Scientific American put it well: "Because the 
>>>> controversy
>>>> [between phonics and whole-language] is enmeshed in the philosophical
>>>> differences between traditional and progressive approaches. The
>>>> progressives  challenge the results of laboratory tests and classroom
>>>> studies on the basis  of a broad philosophical skepticism about the
>>>> value of such research." In  other words, they are willing to ignore
>>>> solid research that contradicts  their beloved theories, theories that
>>>> keep kids from reading.
>>>>
>>>> So I am trying to find if anybody has used systematic/synthetic phonics
>>>> on  adults, because if it works on children I see no reason why it
>>>> should not  work on adults, given suitable initial teaching material
>>>> (so as not to  appear "childish").  The phonics approach must:
>>>>
>>>>  1.   establish that the alphabetic principle is fully understood by 
>>>> the
>>>> student;
>>>>  2.   work on phonemic awareness, so that all 44 phonemes can be
>>>> recognised  within words;
>>>>  3.  make sure common letter-sound (grapheme-phoneme) correspondences
>>>>  are known;
>>>>  4.  work on the basic skill of segmentation (for spelling);
>>>>  5.  work on the basic skill of blending (for decoding and reading).
>>>>
>>>> After a basic reading skill level has been reached, with simple reading
>>>> material:
>>>>
>>>>  6.  add vocabulary to allow comprehension of increasingly advanced
>>>> reading  material.
>>>>
>>>> It seems to me, as a scientist by training, that the above approach is
>>>> sound.  The evidence of the Clackmannanshire study, shows that the
>>>> approach  works for everybody, including 'dyslexics' and childen with
>>>> special needs.  In this study of 300 children in a deprived area of
>>>> Scotland there were no  non-readers after synthetic phonics had been
>>>> introduced!
>>>>
>>>> Anyway, the UK government is now convinced, and is going to adopt
>>>> synthetic  phonics for schools.  See
>>>> http://news.bbc.co.uk/1/hi/education/4485062.stm.  Should we adopt it
>>>> for adults?
>>>>
>>>> Cheers from Chiswick,
>>>>
>>>> John
>>
>> [snip]
>>
>>>
>>> John Comings, Director
>>> National Center for the Study of Adult Learning and Literacy
>>> Harvard Graduate School of Education
>>> 7 Appian Way
>>> Cambridge MA 02138
>>> (617) 496-0516, voice
>>> (617) 495-4811, fax
>>> (617) 335-9839, mobile
>>> john_comings at harvard.edu
>>> http://ncsall.gse.harvard.edu
>>
>
>
>
> John Comings, Director
> National Center for the Study of Adult Learning and Literacy
> Harvard Graduate School of Education
> 7 Appian Way
> Cambridge MA 02138
> (617) 496-0516, voice
> (617) 495-4811, fax
> (617) 335-9839, mobile
> john_comings at harvard.edu
> http://ncsall.gse.harvard.edu
>
> 

From mariannf at lacnyc.org  Wed Dec 28 12:48:21 2005
From: mariannf at lacnyc.org (Mariann Fedele)
Date: Wed, 28 Dec 2005 12:48:21 -0500
Subject: [Technology] retrospective and netrospective
In-Reply-To: <20050720132119.46512.qmail@web30806.mail.mud.yahoo.com>
Message-ID: <3.0.6.32.20051228124821.00d90170@mail.psnyc.com>

Hello all,
The end of the year is always a good time to take stock of the past year
and think toward the future.
But why not think further back? The last 10 years in technology has seen a
sea change in capabilites as well as a in it's prevelance and relevance to
our lives(1995 was the year Yahoo became incorporated, and Craig's list,
ebay, and Netscape were developed and released, CTCNet was re-named and
experienced rapid growth through National Science Foundation funding).
Remember life before email, regular access to the internet, electronic
discusson lists?
For it's anniversary Yahoo published a 10 year netrospective:
http://birthday.yahoo.com/netrospective/

So a few questions for the list. Please respond to any or all:
1. Do you remember the first time you introduced technology as a topic of
instruction to your students, what did you do and how did it go?
2. As we end 2005 how would you say technology has changed the field of
adult literacy education? 
3. How has technology changed and improved instruction? 
4. How has it impacted the lives of adult literacy and language students? 

Happy New Year,
Mariann

Mariann Fedele
Coordinator of Professional Development, 
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org

From djrosen at comcast.net  Thu Dec 29 06:32:42 2005
From: djrosen at comcast.net (David Rosen)
Date: Thu, 29 Dec 2005 06:32:42 -0500
Subject: [Technology] retrospective and netrospective: the digital divide
In-Reply-To: <3.0.6.32.20051228124821.00d90170@mail.psnyc.com>
References: <3.0.6.32.20051228124821.00d90170@mail.psnyc.com>
Message-ID: <99337427-9A51-453C-AC48-F6294B86A63B@comcast.net>

Technology Colleagues,

On Dec 28, 2005, Mariann Fedele wrote:
> As we end 2005 how would you say technology has changed the field  
> of adult literacy education?

In the past decade, have we made progress in reducing the digital  
divide in the U.S.?  Does the divide still exist? Has the gap  
narrowed enough so that online learning is possible for adult  
literacy/basic education/ELL students?

In 1995, when the RAND Corporation's two-year study, Universal Access  
to E-mail, Feasibility and Societal Implications, was published (the  
"digital Divide" study) the World Wide Web was not yet a common term  
in the U.S. and on the whole only the well educated and/or well-to-do  
had e-mail. The authors asked:

"What if e-mail were as ubiquitous as telephones, TVs, and VCRs, so
that literally everyone were on-line, accessible by e-mail, and able to
send messages to bulletin boards, news groups, friends, family, and
colleagues?  Is this technically feasible?  If so, at what cost?  What
would be the personal and societal benefits resulting from ?universal
access to e-mail??  In particular, in addition to possible economic
benefits, could universal access help in creating a more aware and
participatory democracy by aiding the formation of interest groups
(?virtual communities?), access to current information, and person-
to-person contacts?" (Preface, page iii)

The authors concluded:

"Individuals? accessibility to e-mail is hampered by increasing in-
come, education, and racial gaps in the availability of computers and
access to network services." (p. xv)

And they recommended:

It is critical that electronic mail be a basic service in a National
Information Infrastructure.

Policy interventions should give priority to widespread home
access.

The ?Web browser? model of user-computer interaction
should at least be considered a candidate for the minimum
level of user interface for e-mail access as well as other hyper-
text-style access to information.

A simple e-mail address provision scheme should be developed
giving every U.S. resident an e-mail address, perhaps
based on a person?s physical address or telephone number.

At the time, universal access to e-mail in ten years was for most  
people improbable; yet, from the NIFL-sponsored study I did in  
1995-1996, ( http://www.alri.org/pubs/teacherfocusgroups.html and  
http://www.alri.org/pubs/learnerfocusgroups.html ) I found that  
nearly all the students and many of the teachers I interviewed knew  
about the Internet, and either already had access or wanted it. As I  
listened to their reasons, which included studying online as well as  
access to airline tickets, online maps and directions, I realized  
that the RAND study prediction of (near) universal access in a decade  
might not be so far-fetched.

Here are the Internet access data today (September, 2005 data from  
Who's Online, Pew Internet and American Life Project, http:// 
207.21.232.103/trends.asp )

72% of all American adults use the Internet:

? Men 75%, Women 69%,
? White 73%, Black 60%, English speaking Hispanic 79%
? Urban 75%, Suburban 73%, Rural 65%

Significant access. However, the digital divide still exists for  
people who are older, poor, rural and especially for those who have  
less than a high school education:

? Less than High school 38%; college education + 92%
? Household income under $30,000/yr 54%;  income above $75,000 94%
? 65 and older 30%; 18-29 year old range, 84%

I wonder how these data compare with the adult learners in your  
classes.  Have you asked your students if they have access to the  
Internet at home and/or work? If so, what are you finding? What per  
cent have access?  Are there differences based on age, gender, first  
language, income?

As I ask  adult education teachers, the trends seem to range from  
high -- often nearly universal access to the Internet from home or  
work for urban ELL students in community colleges vs. very low access  
by ABE (and especially basic literacy) students in rural areas.    
Yet, despite this range, the trend continues toward increasing  
access, and the number of students who have Web access at home now  
seems to warrant an investment in online adult literacy education  
supplemental instruction (supplemental to classwork or face-to-face  
tutorials) and  blended distance education models.

One caution, however, there is access and then there is real access.  
I have found that many adults, especially women, who do have a  
computer at home with internet access, do not themselves use it, that  
we need to pay more attention to helping them -- and other students  
-- feel comfortable and competent in using the technology.

David J. Rosen
djrosen at comcast.net

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From alcdgg at langate.gsu.edu  Thu Dec 29 18:13:07 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 29 Dec 2005 18:13:07 -0500
Subject: [Technology] Internet and gender
Message-ID: <s3b42738.081@mailsrv4.gsu.edu>

On the WomenLiteracy listserv, I posted the following excerpts from an article on Internet use and gender. Given the recent discussion on this listserv, I thought that some of you may be interested:
The excerpts are taken from an article posted at:
http://www.clickz.com/stats/sectors/demographics/article.php/3574176

The Online Battle of the Sexes
* * *   Demographics 
By Enid Burns | December 29, 2005 
As the gender gap narrows on the Internet, demographic differences hold more sway. The Pew Internet & American Life Project's report, "How Women and Men Use the Internet," finds online behavior differences between the two genders. 

Since 2002, the percentage of online users has increased for both men and women. Male online users increased from 61 percent in 2002 to 68 percent in 2005. The percentage of women online in 2002 was 57 percent; by 2005 the number increased to 66 percent. Though the percentage of male Internet users is consistently higher, the actual number of women online is higher because there are more women than men in the U.S. 

Age skews the gender gap. Young women, ages 18-29, are more likely to go online than men of the same age group. Eighty-six percent of the female group uses the Internet, compared to 80 percent of young males. 

The statistics are flipped among older adults in the over 65 group. Thirty-four percent of older men use the Web, compared to 21 percent of women in the same age group. 

Race is another demographic that sees a gender gap. White men are more likely to use the Web: 70 percent of white men and 67 percent of white women regularly going online. The percentage has increased for both sexes since 2002; 62 percent of white men and 58 percent of white women were online three years ago. 
The percentage of African-American women outnumbers African-American men online. Sixty percent of black women use the Web, compared to 50 percent of black men. In 2002, only 46 percent of black women and 48 percent of black men used the Web. 

English-speaking Hispanic women make up a fairly equal portion of the Web population. From 2002 to 2005, the percentage of online women in this group increased from 56 percent to 66 percent. Men from the English-speaking Hispanic community increased from 59 percent online three years ago to 67 percent this year. 

Married couples are more likely to go online than their single counterparts. Seventy-five percent of married or living-as-married women use the Internet compared to 56 percent of single women. Men mirror the statistic; 72 percent of married and living-as-married men are online, and only 62 percent of single men use the Internet. 

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