Using Electronic Technology in Adult Literacy Education.

Abstract

Students in adult literacy education, including basic and secondary education and English for speakers of other languages (ESOL), are increasingly using computers to write, find information, publish their writings, communicate by e-mail, learn basic skills, and for other purposes. RANGE OF TECHNOLOGIES Computer hardware and software can be found to varying degrees in almost all adult literacy programs, and to some extent literacy programs also have access to the Internet, especially e-mail, electronic lists, and the World Wide Web. Nevertheless, only about a third of adult literacy programs would describe themselves as engaged in significant use of computers for any purposes, and fewer than half use computers often or daily for instruction preparation activities (Sabatini, 1997). Most programs have videocassette recorders and televisions (Turner, 1998), although, as Roberts (1993) points out, these are often underused. Some programs also have video cameras. Most programs, and many students, have audiocassette recorders. Newer kinds of technology, such as digital cameras, scanners, and CD-ROM recorders, are found less frequently. A few programs, especially those in community colleges and public schools, use two-way, interactive video broadcast equipment for instruction and sometimes teacher training. Some students use pocket calculators, spell checkers, and other personal data assistants. In this chapter the focus is on computers, the Internet (including the World Wide Web), and, to a lesser extent, broadcast and recorded video technologies. Once separate electronic media, computers, the Internet, television, radio, and audio and video recordings are becoming an integrated, digital multimedium delivered now through the computer and Page 1 of 11NCSALL: Printable page

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