Beginning June 1: 2-Part Technology and Professional Development
Discussion

 

Issue: The Workforce Investment Act is up for reauthorization and some
recommendations include expanding the use of technology in teaching and
learning and in professional development. But what are the language and
literacy skills required for adults' independent online learning? How
can technologies both assist instruction and also open access to
information for adult learners? What knowledge and skills do teachers
say they need in order to use these technologies? How can professional
development help?

 

 

Part I: Online Learning and the Adult User: 

New Findings and Applications

 

Guests:          Heidi Silver-Pacuilla 

Where:           Technology Discussion List

When:            June 1 -5, 2009

To participate in Part I of the discussion, subscribe (free!):
http://www.nifl.gov/mailman/listinfo/Technology 

 

(Web version of Part I discussion announcement:
http://www.nifl.gov/lincs/discussions/technology/09onlinepartI.html)

 

Description

 

The new Institute report, Investigating the Language and Literacy Skills
Required for Independent Online Learning, was undertaken to investigate
the threshold levels of literacy and language proficiency necessary for
adult learners to use the Internet for independent learning.  The report
investigates the interaction among learners' skills, opportunities and
the supports available. It also discusses what students already know
about existing and emerging technologies and identifies whether and how
these technologies fit into the adult education classroom. Join us to
discuss the report findings and what instructors need to do in order to
support students in learning online. 

 

Guest: 

 

Heidi Silver-Pacuilla, Senior Research Analyst, American Institutes for
Research (AIR) 

Heidi Silver-Pacuilla is the primary author of the report Investigating
the Language and Literacy Skills Needed for Independent Online Learning.
The report includes knowledge developed with the Technology and Literacy
Discussion List in the summer of 2007.

 

Guest Biography:

 

Heidi Silver-Pacuilla is a senior research analyst at American
Institutes for Research (AIR) (http://www.air.org/) in Washington, DC,
where she is also the deputy director of the National Center for
Technology Innovation (http://www.nationaltechcenter.org/).  Heidi's
research and technical assistance work at AIR has focused on applying
best practice research from the special education literature to digital
environments for students of all ages with disabilities. She has
delivered many national presentations and published several articles and
chapters on teaching youth and adults with disabilities, particularly
those who struggle with literacy. She was the recipient of a Mary
Switzer Fellowship from the National Institute for Disability and
Rehabilitation Research to study the introduction of assistive
technology into adult education programming and the recipient of the
AERA Early Scholar Award from the Adult Literacy and Adult Education
SIG, 2005.

 

Introduction of Part I: About the Report


>From Heidi Silver-Pacuilla


 

The research that forms the basis of the report "Investigating the
Language and Literacy Skills Required for Independent Online Learning"
was undertaken to investigate the threshold levels of literacy and
language proficiency necessary for adult learners to use the Internet
for independent learning. As the investigation unfolded, it became
apparent that the interaction among the learners' skills, the
opportunities they encounter, and the supports available determines
those thresholds. Understanding how to balance those elements can create
new options and opportunities for learning, instruction, program
planning, and content development. 

 

This report is structured around three distinct sections that contribute
to the investigation: learning from large-scale surveys, learning from
the literature, and learning from the field. (Hey, Tech Listserv, that's
YOU! The time I spent guest moderating in the summer of 2007 resulted in
a whole section in the report, Learning from the Field, reflecting your
experiences, expressed needs, and the deep belief that adults can and
will learn with technology.)

 

Triangulating from the three major data sources affords this report
solid footing on which to draw key findings from the guiding research
questions. The search for thresholds revealed that such thresholds did
not exist: Learners at even the lowest levels of literacy and language
proficiency can engage with online learning content. Moreover, all
reports indicate that they are eager to do so and that they benefit in
important ways, such as self-confidence, self-directedness, and
independence. Adult learners across the literacy and language spectrum
show strong motivation to gain computer literacy skills, perceived as
key to work advancement. 

 

Limitations of this report are several, including a lack of direct user
research, now an out-of-date literature review, and a chronically under
funded research and evaluation sector that leaves many questions
unanswered.  However, it is hoped that the report can contribute to the
conversation being engaged in the country around the use of technology
to scale up and boost teaching and learning for adult students and their
instructors.

 

To prepare for the Part I Discussion:

 

The full report Investigating the Language and Literacy Skills Required
for Independent Online Learning is available as a PDF file at:

http://www.nifl.gov/nifl/publications/pdf/NIFLOnlineLearningReport.pdf

 

Please read the Executive Summary of the report on pages 1 and 2. 

 

 

Part II: Using Existing and Emerging Technologies in 

Professional Development

 

Guest(s):       TBA

Where:           Professional Development List

When:            July 2009, exact dates TBA

To participate in Part II of the discussion, subscribe (free!):
http://www.nifl.gov/mailman/listinfo/Professionaldevelopment 

 

Explore how professional development can help teachers increase comfort
and competence with the technology that students can and do use to learn
online. You will have the option to work in small groups to experiment
with technologies of your choice, share and report back to the large
group (PD List) what you learned and what next steps are for
professional development.

 

Stay tuned for further information and announcements regarding Part II:
http://www.nifl.gov/lincs/discussions/professionaldevelopment/09onlinepa
rtII.html 

 

 

 

Nell Eckersley

ALIES/ASISTS Program Operations Coordinator,

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List

tel: 212.803.3316

fax: 212.785.3685

email:  nelle at lacnyc.org 

URL: http://www.lacnyc.org/ 

twitter:  http://twitter.com/LACNYCnell 

 

P please don't print this e-mail unless you really need to

 

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