February 23rd, 2010 · Literacy
David Rosen initiated a new topic in the most recent discussion on the listserve of NIFL (National Institute for Literacy): The Need for Digital Literacy in Adult Literacy Education. He writes that “many learners served by adult literacy education programs do not have the technology knowledge and skills they need…” and that many programs still don’t have the technological infrastructure or instructors who are comfortable using digital technologies. Why, in 2010, is digital literacy still a big barrier? David Rosen writes – for programs in the U.S. – it’s because
1) Our field has not made professional development, especially professional development in using technology, a high priority.
2) The majority of our teaching force still consists of “digital immigrants”, those of us who did not grow up with computer and Internet technology, although that should slowly change over time.
3) Many adult education teachers either do not have regular daily access to a computer and the Internet, or they have not had a technology immersion program through which they could become comfortable and competent in using the technology. For many of these teachers, training – especially one-shot workshops – is not enough. They need regular daily access to the Internet, regular, ongoing training, regular practice of their new technology skills and knowledge with their students; they need to be required – and supported – to make this happen.
4) There is almost no public funding for adult literacy education technology, including teacher professional development in using technology, at the federal or at most state levels.
5) There is interest in our field in changing this situation, but we have not given this anywhere near the level of priority it needs.
This may be a good discussion to follow if you are interested in issues about digital literacy. You can read the full listserv post and follow the discussion online here. If you like to contribute click Subscribe in the left menu.
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Tags: Literacy·technology
Contact North published two challenge papers in the last two months, both to encourage and further the discussion on the future role of technology in learning.
Fast Forward: How Emerging Technologies are Transforming Education & Training explores the “developments in technology that will have a far-reaching impact on learning, teaching and the organizations which design, deploy and assess learning for students [looking] at their implications for access, quality and cost.” The technologies addressed are already in use or presently at an early stage of development but although not necessarily designed with learning in mind they potential for learning without attempting to replace the instructor. The implications in using more technology-driven learning environment could be less time-consuming competency-based programs, and changes in the role of the instructor focusing on mentoring and facilitating learning.
In Strategic Directions for E-Learning in Canada, the author Dr. Tony Bates makes the claim that the integration of technologies for educational purposes has not gone far beyond using technology to enforce the learning paradigms already in place and has not embraced the “use [of] technology to deliver the learning and skills needed in the 21st century”. In the last decade, technology has not bee used to address systemic institutional issues and to leverage open education resources, the development of specific educational apps for mobile learning and for virtual world applications has stalled, and there has been a lack of institutional vision and leadership, according to Bates. He continues to formulate expectations and priorities that need to drive the development of e-learning.
Both challenge papers are an enjoyable read. Even if some things feel like science fiction, the future implications of technology for learning are worth a discussion.
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Tags: Research·technology
