I agree with Kathy, and we do address technology in our Transition program by having Ss first navigate our community college email system and doing really simple tasks/assignments in an online course environment. They also do basic research on careers via the internet because there are several really phenomenal .gov and .org sites. We are a computer-based world with very few businesses remaining off the grid. 

 

That said, it would help greatly if technology were more fully supported at the state level and a tech piece expected as part of a GED curriculum; it’s not currently, yet being technologically versed if not proficient is certainly a standard  for most graduating seniors.

 

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Kathy Olesen-Tracey
Sent: Wednesday, February 04, 2009 8:19 AM
To: The Assessment Discussion List
Subject: [Assessment 1650] Re: Assessment Digest, Vol 41, Issue 13

 

Group,
I firmly believe that as we plan transitional strategies for our adult learners, they need to experience in our classrooms the same educational environment they are going to find in higher education.  The integration of technology in a planned, efficient, and organized manner helps students both obtain their GED credentials AND develop the skills required to transition to higher education. 

One of the barriers I saw in my 10 years in the classroom and advising students who are first year college students is that they do not understand the expectations required to be successful college students.  I felt my role in the adult education classroom was to provide the best classroom experience possible - and these classroom experiences were both traditional face to face and at a distance.

The key here is selecting the right curriculum that matches the needs and skills of the learner.   If we don't teach them the skills to have a structured academic plan (even in a face to face classroom) then the students is extremely underprepared for college. 

Also - I have to disagree with the 'no better instruction than sitting in class and be able to communicate with your teacher face to face.'   Often times, our students need to learn the skills to communicate in both an educational and professional environment through the use of technology.  They will be communicating with supervisors in the workplace through email or webinars. They will be communicating with college teachers through email, discussion boards, Instant messaging software - and if we don't prepare them to use these resources in the adult education classroom, then all of the best transition plans may fail as our students enter the next level of their education or professional live unable and unprepared to meet the challenges. 

The problem is not online learning - it is how online learning is being used.  Some students thrive in an online environemnt who may not succeed in the traditional program. 

--
Center for the Application of Information Technologies

----- Original Message -----
From: "Charlene Salazar" <csalazar at delmar.edu>
To: assessment at nifl.gov
Sent: Wednesday, February 4, 2009 8:46:40 AM GMT -06:00 US/Canada Central
Subject: [Assessment 1649] Re: Assessment Digest, Vol 41, Issue 13


All - 

The Del Mar College GED Program does not offer on-line classes. In my opinion, the majority of GED students are not disciplined enough to carry out an on-line class and the fact that many of them do not own or have access to computers is another obstacle. There is no better instruction than sitting in class and be able to communicate with your teacher face to face. I believe once students get into college and have a more structured academic plan an on-line course may be something they can commit to and handle. 

Charlene Salazar 


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