Integrating Technology

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Subject: [PD 3836] Integrating technologies
From: Jackie A. Taylor
Date: Tue Aug 4 08:28:01 EDT 2009

Good day or evening, all!

Boy, we're a quiet bunch this week, is everyone on vacation? :-)

We've had about 40 people join the PD List for a discussion of ‘’Growing Learners' Skills Through Virtual Literacy.’’ Welcome! In thinking about Virtual Literacy and its implications for teaching and learning, I think it's important to first understand what our collective experiences are with technology in teaching and learning, and what we mean by that, as Nell wrote yesterday.

For example, I've often heard teachers talk about how challenging it can be getting students to not write like they 'text on their cell phones, while some use cell phones in instruction. So what's been your experience?

Whether you've been on the PD List for a while or you are new to our group, please reply to this email. Introduce yourself and tell us where you're from. Then tell us, what has been your experience, successes, or challenges using technology in the classroom? Consider communications tools that fit in pockets or purses, Web 2.0 tools or assistive technologies that help learners access information. What do your students use for learning? What have you used for teaching and how has that been working for you?

If you're a PD provider, what has been your experience, successes or challenges supporting teachers in using any of these tools? To what extent do you see teachers ready to integrate new technologies?

Let's hear from you.

Looking forward,

Jackie

Jackie Taylor, jackie at jataylor.net

National Institute for Literacy www.nifl.gov
Association of Adult Literacy Professional Developers www.aalpd.org

Subject: [PD 3839] Re: Integrating technologies
From: Bonnie Odiorne
Date: Tue Aug 4 10:29:37 EDT 2009

I'm Bonnie Odiorne, currently at the Writing Center at Post University, Waterbury CT, though with a lot of ABE/ESOL background integrating technology into WIA-funded programs, experience invaluable with the current student population. We have a thriving online/hybrid division that serves both day division and returning accelerated degree candidates, graduate and undergraduate. I agree that students sometimes write the way they text, but more often they write the way they talk.

In terms of reading comprehension, I would characterize very few as "print literate" in a traditional sense, i.e. reading, and writing on, long-ish sequential printed essays. Our challenge currently in day division is to try to meet them where they are and be a bridge to a more sustained form of writing/reading/thinking. We're revising our writing program toward shorter, popular culture essays, more experiential writing, and more workshopping with the writing process. An equal challenge is that despite the fact that our courses are on Blackboard (including f2f), despite their supposed digital citizenship, they are reluctant to utilize the online modules, just as they are reluctant to access campus mail. Is it because both require user names and passwords new to them, whereas they don't require them with their existing e-mails and texting? or do they associate the Internet so much with social networking and the Internet, games, et al. that they find it difficult to transition to using it in connection with the classroom? Or is there something we're missing?

Bonnie Odiorne, Ph.D. Director, Writing Center Adjunct Professor of English, French, First Year Transitions, Day Division and ADP Post University, Waterbury, CT

Subject: [PD 3841] Re: Integrating technologies
From: Beth Wheeler
Date: Tue Aug 4 11:01:13 EDT 2009

Good morning. I'm Beth Wheeler from Washington state and work in ABE professional development at the state level. We are really interested in hearing about technologies that are being used successfully in ABE and ESL classrooms so we can share them with instructors around the state. Personally, I've taught an online New Teacher Orientation for about five years and each time we offer the course there are fewer new instructors who need help with getting into and navigating the class. Recently, I co-managed the process of creating a library of online, contextual math modules for students and a training on team teaching for directors and instructors. The math modules are a finished product. We are continuing to polish the team teaching training. This year, we are focusing on developing additional PD using different technology tools that will allow us to provide professional development opportunities without the costs of face-to-face meetings. Over and over, we hear that time and money are the two main challenges to integrating technology. The challenge includes the cost of many of the technology tools and the time to learn to use them efficiently and effectively.

I look forward to learning from the experience of others! beth

Beth Wheeler
ABE/PDS
SBCTC

Subject: [PD 3842] Re: Integrating technologies
From: Kathy Olesen-Tracey
Date: Tue Aug 4 11:42:48 EDT 2009

Although I agree that students write like they text / IM, the bigger problem I see with Virtual Literacy is teaching students HOW to be appropriate in their online world. With resources like social networking and instant communication, our personal world is blending so dramatically with the professional world, that sometimes there is no clear distinction between the two.
Often, this is treacherous waters to navigate. The following questions illustrate how difficult it can be:

  • Do you add a student to your Facebook page?
  • Do you even have a Facebook page?
  • Do you tweet?
  • How much information is appropriate to share?

Kathy

Subject: [PD 3843] Re: Integrating technologies
From: Judith Kossy
Date: Tue Aug 4 13:55:18 EDT 2009

Hi,

I have been following your very, very informative conversations for quite a while and would like to share the attached report for the policy wonks among you re: state educational strategies and use of technology.

I am an independent consultant in the field of workforce development, with a current focus on bridge programs that prepare low-skill, low wage adults for credential training/education and employment in a career pathway. The "bridge" contextualizes literacy (reading, writing, verbal communication, math, computers) within a workplace and career cluster, (e.g. healthcare) framework. The level of technical/occupational skills training increases with the literacy competency.

I am working on a research project related to use of technology in workforce training for low-skilled adults and would appreciate any relevant examples, case studies, reports, etc. that you may have. Also attached is a definition of bridge programs that Illinois has adopted for its adult education, CTE and Workforce Investment Act instruction.

Thanks so much.

Best regards,

Judith

'Subject: [PD 3844] Re: Integrating technologies introduction
From: Reba Dibartolomeo
Date: Tue Aug 4 13:11:43 EDT 2009

Hi,

My name is Reba. I currently teach a multilevel class for expecting and new mommies. My interest in this discussion is to help build a program that my students can take home with them.

I have used a blog, Microsoft Office Suite, standard office equipment, my iPhone, and an electronic dictionary in my classes. I regularly use email as a tool and assessment for student writings. I have recently started using forms in place of regular word documents as assignments as well as to collect information.

I would like to relate one experience, because it illuminates how technology demands accuracy, and how that can be a serious obstacle: I had a beg-lit blog designed specifically for readers that read below a 3.0 grade equivalent. The blog collected the sentences we were working on in class. It had a link on the side that went straight to a speaking dictionary. I showed my students that they could type any word and it would speak the word. Ideally, my students could be completely independent with studying reading material because of this blog. Unfortunately, my students did not have the skill, the sensitivity to detail, to copy/type the address to the blog into the address bar. Time after time, it was proven that they could not navigate to the site independently. The adaptation was to send the link in an email. It worked as long as my students could identify the email. The long-term result was that they did not go to the site unless I asked them.


Danielle Reba DiBartolomeo
Move Up Instructor
Impact SEC

Subject: [PD 3845] Re: Integrating technologies
From: Katrina Hinson
Date: Tue Aug 4 14:11:54 EDT 2009

I'm Katrina Hinson and I currently at Mount Olive College-Washington, a small private college in North Carolina where I work in admissions and also serve as an adjunct English instructor. I finished my MA in English a year ago and I am a 2nd Year PhD student in Technical and Professional Discourse. Like Bonnie, however, I also have a strong ABE/ASE and GED background, having worked for the North Carolina Community College system since 1996. Prior to leaving the community college at which I last worked, I was responsible for developing the distance education component to the program and integrating technology in the classroom; I still assist in that role as needed, today. Similarly, even in my current position I work with a very similar population and work to integrate technology in my class and to show other instructors who teach face to face how they too can use technology to enhance face to face learning.

I've encountered student writing that is heavily influenced by cell phones or even instant messaging programs. I'd argue that cell phone texting is just an abbreviated/deviated form of instant messaging like AIM or Yahoo IM etc. Bonnie made an excellent point when she noted that many students are not literate in terms of traditional print media and I'd agree. Students struggle to decode the written text in long chunks which may be why texting or IM'ing seems so easy for them and yet writing something longer than a few lines is next to impossible.

An important question for me is how dependent students and instructors become on 'assistive' technologies - where do you draw the line in 'assisting' a student or a teacher and hindering the student from actually thinking for themselves. Whether it's a debate about using a calculator in class or something more complicated—what good does it really do if the student relies so much on 'assistive' technology more than his or her own ability to think critically, analyze information or synthesize information? Once we teach students to 'access' information—how do you teach them to use that information effectively—let alone teach them that a piece of technology may not be the best way to do that? Along those lines when is a teacher on technology overload—to a point where he/ she is no longer 'teaching' but operating machines?

Another challenge is simple access to technology for many students—many may own a cell phone but not all the applications to make it an affective learning tool. For others, the cost alone of texting prohibits such a tool in the classroom. I work in an area where most of my students do NOT have a computer at home and were it not for the lab at school they'd not use a computer at all. Even for some students who do have a computer, they don't have internet access.

Katrina

Subject: [PD 3848] Re: Integrating technologies introduction
From: Richard Sebastian
Date: Tue Aug 4 14:33:58 EDT 2009

Reba:
The obstacle in this case seems to be that the tool you chose—the blog—wasn't the best fit for your low-level learners. Perhaps you could investigate other text-to-speech tools that would be easier for your students to use.

Richard Sebastian
Instructional Technology Specialist
Virginia Adult Learning Resource Center

Subject: [PD 3850] Integrating technology
From: Kristin Morris
Date: Tue Aug 4 15:50:43 EDT 2009

Hello everyone!

My name is Kristin Morris and I'm from Minnesota. I agree with Beth's post, time and money are critical components of integrating technology. Another question that I have is: does anyone have an idea of how to support a teacher who wants to use technology outside of the classroom? I'm also a GED online teacher and what I have found is sometimes, commenting on Kathy's post, you do have to 'teach' the learner about appropriate online behavior. What I have done is created a document about netiquette. This way, the student had an idea of the type of language that should be used when we are communicating online. I also don't think that I would ever have my student as a friend on a Facebook page because it crosses too many boundaries into my personal life.

Take care,

Kristin

Subject: [PD 3851] Re: Integrating technologies
From: Joann Steinmetz
Date: Tue Aug 4 16:40:28 EDT 2009

Hi,
I work for an organization called Read to Succeed Buffalo. We are a literacy coalition that is also a convener bringing our partners together on specific projects. We write grants, design programs collaboratively and implement.

We have been trying to get a "dual-customer" project off the ground targeting low-skill workers (who are already GED ready) and industries that have entry-level job openings. We recently came to the conclusion that our model was a workforce development model and that it was leading to mission creep. Instead, we decided that we need to re-focus our efforts on those individuals with low skills AND low literacy and help them bridge the gap to GED, training and post-secondary in order to find entry-level jobs with career paths. So Judith's e-mail is quite valuable. We believe that the educational requirements of ARRA training and jobs are out of range for these individuals and so local WIBS are hesitant to serve those with these limited skills. We plan to approach our local WIB and see if we can establish a bridge program (as defined in Judith's e-mail) in an area of Buffalo, NY that we call our Literacy Zone and be part of a DOL grant that was recently posted: Health Care Sector and Other High Growth and Emerging Industries SGA/DFA PY 09-01.

We welcome suggestions and information on successful models.

Thank you all!
Joann


Joann Steinmetz
Senior Program Manager
Read to Succeed Buffalo, Inc.

Subject: [PD 3852] Re: Integrating technologies
From: Glenn Young
Date: Tue Aug 4 16:48:41 EDT 2009

Thank you for the attachments..

We have enormous examples of success of the use of VT, but it's not called that, it's called assistive Technology and in the field we see the success in the disability community. Case in point is the governor of my state. who is blind. He gets all his written materials these days in a VT format. Braille is only basically used for labeling of salt vs. sugar containers these days the e-world has opened up a wide window of opportunity for him and others who are blind or who have low vision

And workplaces are using VT every day for persons with disabilities and for high level executives and in lots of places—with voice to text technology being so common these days.

But we involved in lower skilled populations and in workforce still want to look at the world as if its 1983 at best .. I picked that year because that year I got two scanning computers that worked for text to speech for the Seattle blind community and they cost $40.000 each in 1`983 dollars ..

Now the technology is so readily available and so cheap, but we use it like it’s dear and rare ..

Let's get modern.

Glenn Young
CSLD

Subject: [PD 3853] Re: Integrating technologies introduction
From: Glenn Young
Date: Tue Aug 4 16:53:07 EDT 2009

I would suggest that the first place to state is with iPod technology ...

I bet many have an iPod or something like it ... or there older children or siblings do ... and give the instruction on how to do things on the iPod and they them practice from there

Also if these are primarily immigrant people coming from a non-technological it may take lots of practice .... I had bosses a while ago who couldn't do the same thing since they were not of that "computer age" ... it took them a lot of time too.

Glenn Young
CSLD

Subject: [PD 3854] Re: intergrating technology
From:' Kathie Daviau
Date: Tue Aug 4 17:03:17 EDT 2009

Kristin,
What about a group for your students on Facebook? Do they need to be friends to belong to a group?

Kathie

Kathie Daviau
Billings Adult Education Center
415 North 30th Street Billings, MT 59101

Subject: [PD 3855] Re: Integrating technologies
From: Glenn Young
Date: Tue Aug 4 17:04:55 EDT 2009

Katrina - you raise great questions that may take a long time to sort out the right answers

But I think your approaching it from the standard concepts and I would like to suggest a new concept to you .... The concept that is called "Universal Design" (Originally developed in North Carolina by the way) simply says that if you design for people with disabilities in mind then all people will benefit

The original intent was architectural but has been transferred all forms of settings, including education ... so in the example you state, instead of trying to find out who "really" needs the accommodation ... give everyone the accommodation and those who don't need it will soon progress out of it .... In this day and age calculators are everywhere and simply using one does not say ... don't think ... it says here's a tool that helps you do some process ... but what does the process mean?

If you can get pass the method of memory to under stand 2x2= 4 and get to its meaning they you allow more people to think ... not less

And if the person has the modern phones ... let's train them in how to access the stuff ... it's an incredible tool

Unfortunately what I have found is the teachers are the one's who are intimidated by the new tools and don't understand either the process of using them, or the extent that can be used and tend to avoid its use ....

The younger students at least may have horrible reading skills but great "phone" skills ... lets build on their strengths

Glenn Young
CSLD

Subject: [PD 3857] Re: Integrating technology
From: Bonnie Odiorne
Date: Tue Aug 4 17:12:29 EDT 2009

I have set up a Facebook page, very carefully edited for writing center, spiritual direction, and labyrinth facilitation, all things I'd want to get contacts for. It's been vetted and linked with my university Facebook page, and I'm invited to add mine to theirs when I get around to it. So it can be done, with care, and restrict all information to friends only, and say no to RSS feed.

Bonnie Odiorne, Ph.D. Director, Writing Center Adjunct Professor of English, French, First Year Transitions, Day Division and ADP
Post University, Waterbury, CT

Date: [PD 3905] Re: Integrating technologies
From: Judith Kossy
Date: Tue Aug 4 18:11:13 EDT 2009

Hello,

In response to Joann’s question, I have attached a bridge development guide as well as the City of Chicago’s RFP for ARRA funded projects which includes bridges as an eligible activity. My experience indicates that the connection of bridges to employment, the instructional model and supportive services serve increase motivation and completion rates. A few studies e.g. of the I-Best Program in Washington State, show increases in transition to post-secondary training and employment in good jobs. Illinois is working on how to moiré effectively use WIA/ARRA funds for bridges (using the contract training provision) and still meet performance requirements. In Chicago, Carerras En Salud and SER Jobs for Progress in partnership with community colleges offer health care bridges at several literacy levels.

I would be happy to provide additional information.

Judith Kossy
Policy Planning Partners

Subject: [PD 3862] Re: Integrating technologies
From: Barbara Sabaj
Date: Tue Aug 4 20:32:25 EDT 2009

http://www.chicagotribune.com/news/columnists/chi-schmich_-02-_aug02,0,6322711.column

The above is a link from Mary Schmich’s column in the Chicago Tribune on Sunday. She talks about the pitfalls of Facebook with participants much younger than she. It is sort of cute column that could be used with students as a discussion piece.

Barbara Sabaj
bjteach at ameritech.net

Subject: [PD 3863] Re: Integrating technology
From: Davis, Jennifer
Date: Wed Aug 5 08:08:36 EDT 2009

You can start a group on Facebook for specific classes, topics, etc. You do not have to be friends with all the participants in that group. These groups can be public and/or private. It is a good way to reach students without having them see your personal information.

Jennifer Davis
Professional Development Specialist
Southwest ABLE Resource Center

Subject: [PD 3865] Re: Integrating technology
From: Alpha Computer Live
Date: Wed Aug 5 09:17:14 EDT 2009

Great comment Jennifer.

I just started one on my Facebook page to help people learn computer skills.

Have a great day.

Jeff Brown
(902)956-2600

www.alphacomputer.ca
info at alphacomputer.ca
Helping You Get started

Subject: [PD 3872] Re: Integrating technologies
From: Katrina Hinson
Date: Wed Aug 5 10:15:04 EDT 2009

Glenn,
Thanks for your response to PD3855. I know about the Universal Design concept. Up until last year, I was part of a committee of teachers working on Content Standards for Adult Education programs here in North Carolina, so I do understand the ideas behind "designing for people with disabilities in mind " and that if you do so, all have a chance to benefit. That's not what I have concerns about it....it's about students and teachers who rely so much on the 'tool' or 'technology' that they don't necessarily use their brain - they don't think or question, or critically analyze. I know some teachers who rely so much on power point that they can't function if the computers are down for the day at work....they can't adapt when something goes wrong with the technology they've learned to rely on so much. I've seen students panic for the same reason - so used to working with a computer that when they were given something like a workbook, they thumbed through it as if to say "what's this?"

You wrote: it says here's a tool that helps you do some process ... but what does the process mean?"

That's what I want students to come away with—understanding what the process means—the question is how to bridge the gap between them knowing it's a tool to HELP do the process and understanding what the process means? How can we best help students appreciate and utilize the technology and still understand the meaning behind the process?

Regards,
Katrina

Subject: [PD 3874] Re: Integrating technologies
From: Birdsong Info Services
Date: Wed Aug 5 10:44:17 EDT 2009

Hello,

My name is Lark Birdsong and I am Director of The Information Literacy Initiative at the University of Washington Information School. I work with adults who have been left out of information literacy training and one group of youth needing information literacy training. These youth are not in a college setting and have not receiving this training in the public schools. The adults have been women who are homeless, adults 55+ in age, small to medium sized business owners and individuals looking for a job. There is quite a range of ethnic & economic diversity in the attendees and the individuals all tend to have basic reading skills. Most of the programs are taught in partnership with a non-profit entity as I need a room with computers. This is one of my biggest technology challenges is finding the room with enough computers. The next challenges I have are with individuals who have lost their access to computer hardware, software and connectivity (jobless) or who have never had connectivity and rely on the public systems for getting online (a group of women without homes). For these groups of people I provide training that focuses on how to search efficiently and effectively as they have great time restraints placed upon them. Additionally, I give them notebook of information and a USB stick so they can save at the last minute before being shut off, if they can't get to their computing cloud software to save a resume or cover letter.

For SMBs we spend quite a bit of time on social media and how it can help with their business information needs. For all groups, I stress getting a library card if they don't have one already. We then work on using their public library databases and information points online.

Educational videos on YouTube are helpful in emphasizing what I am trying to teach. I use a curriculum I have developed specific to the populations I am teaching. There will be a two part article titled Information Literacy Training for All: The Outliers in the September and October 2009 issues of Searcher Magazine that provides more details on the information literacy training.

I want to thank everyone for their input, find this list valuable and only recently became a member.

Lark

Lark Birdsong

Birdsong Information Services
Customized Business Research
Customized Web and Online Search Training....Find Quality Info Faster

Director, Information Literacy Initiative, University Washington,
Web Page: http://cis.washington.edu/project-sites/infoliteracy
Twitter: http://twitter.com/infoliteracy

Subject: [PD 3904] Re: Integrating technologies
From: Susan Kidd
Date: Wed Aug 5 20:21:01 EDT 2009

Hello,
I'm Susan Kidd from Washington State. I work with Beth Wheeler in Professional Development and, as she said, we're always looking for ways to use technology to extend professional development.

One of the tools with which we've had the most success has been ITV. We developed a protocol for delivering face-to-face workshops to multiple remote sites through this medium. I always like to have a designated facilitator at each site to whom I send electronic copies of all handouts (numbered), a copy of any PowerPoint, and directions from room set-up. Because much of my work is in math and uses concrete manipulatives, I've sometimes had to mail a box of stuff in advance. It takes a lot of intentional effort to engage people at remote sites, and I always request that each site have at least 3 people at it so that they can engage with each other, but it has allowed us to reach faculty in some very far-flung regions of the state.

I have also experimented with wikis and web-conferencing (the tool we use is Elluminate). Unfortunately, I have had less success with these tools and would love to hear from anyone who has had successful experiences. Frequently teachers ask to extend the PD and keep in contact with others who attend face-to-face workshops. We set up a space on a wiki, invite folks to post and try to keep them engaged, but after a few months with no further "hits" I generally give up. One example of this was a project in which I posted a math "problem of the month" on a wiki. I sent out e-mails to teachers, invited them to post comments on the wiki and hosted Elluminate web-conferences and invited the teachers to work on these open-ended problems together in cyber space. To date, only one teacher has attended one Elluminate session and one other told me that she actually used the problem of the month with her class.

Susan

Susan Kidd
ABE Professional Development Coordinator
State Board for Community & Technical Colleges

Subject: [PD 3915] Integrating technologies
From: Katrina Hinson
Date: Thu Aug 6 09:38:31 EDT 2009

I was looking for a video this morning to help some of my coworkers learn how to use the A+Anywhere learning system. I'm still looking for that one, but I did find a good video on the need for Anywhere Anytime Learning - which addresses the impact of virtual learning and I thought I would share it here. I hope no one minds. The link is: http://www.youtube.com/watch?v=xIKYVoci8JI

There are some other really great videos that I've actually skimmed through this morning. There is one on "The Changing Classroom" and another on "Digital Learning."

Regards,
Katrina

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