ERIC Number: ED372225
Record Type: RIE
Publication Date: 1994-May
Technology as an Instructional Strategy for Program Transitions.
Askov, Eunice N.
The feasibility of using technology as an instructional strategy to help adult students make the transition from volunteer literacy programs to adult basic education classes was assessed. The following benefits of technology as an instructional strategy were examined: privacy, individualization, achievement gains, cost-effectiveness, control of learning, open entry/open exit, and the fact that technology is recognized as the modern way to learn in the workplace. The following barriers to using technology as an instructional strategy were identified: constant change, high cost, pressure to make rapid decisions, lack of expertise and training, inappropriate instruction, curriculum integration, and role changes. Discussed next were technology's role as empowerment and a bridge and the instructor's role in using technology. The following characteristics of instructional technology were considered: interactivity, feedback, learner control, learner-controlled accessories, directions and help, consistency, organization, and graphics. Also examined were the following: available types of educational software, the assessment and recordkeeping features of computer-assisted instruction, the use of technology labs and small groups as learning environments in which technology may be used as an instructional strategy, special opportunities afforded by technology in working with learners of English as a Second Language and special needs students, and integrated learning systems. (Contains 37 references.) (MN)
Descriptors: Adult Basic Education, Adult Literacy, Adult Reading Programs, Computer Assisted Instruction, Computer Uses in Education, Courseware, Delivery Systems, Educational Strategies, Educational Technology, English (Second Language), Instructional Systems, Integrated Curriculum, Literacy Education, Role, Special Needs Students, Systems Approach, Teacher Role, Transitional Programs
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.
Grant or Contract Numbers: N/A
Note: Paper presented at "Transitions: Building Partnerships between Literacy Volunteers and Adult Education Programs," a national conference sponsored by the U.S. Department of Education (Washington, DC, May 16-17, 1994).