Adult online learning and teaching S2 2017

QUESTION TWO The purpose of this blog is to answer the question relating to bridging the knowledge gap around digital technology - 'How do educators keep up?' One of the key findings of research conducted by Davis and Fletcher (2010) in relation to e-learning and adult literacy, language and numeracy is that tutors, leaders and support staff require specific professional development to be able to accommodate e-learning in their learning programmes (p. 18).  Not only are they required to develop the necessary ICT skills, and knowledge of the e-based resources available, they also need to consider changes in pedagogy that have resulted from the development of e-learning.  Mitchell, Clayton, Gower, Barr and Bright (2005, cited in Davis & Fletcher, 2010 ) identify challenges that e-learning poses for tutors’ pedagogical practices.  They emphasise the need to raise awareness about the benefits of e-learning , and state that tutors must be encourage...

The purpose of this blog is to answer the question –  ‘How can we teach literacy, using the internet, to support low level literacy learners?’ Davis and Fletcher (2010) discuss the potential of e-learning for adult literacy, language and numeracy (LLN).  They conclude that “[LLN] skills in the 21 st  century include proficiency with digital technologies and practices, including e-learning” (p. 2).  E-learning is defined as “learning that is facilitated through the use of digital technologies”, which includes standalone computers,  the internet  and held-held devices (p. 5).   With this concept of e-learning in mind, I have expanded the scope of the original question for this blog to  ‘How we can teach literacy, using ‘ digital technologies ’ [which includes the internet], to support learners with low level literacy skills?’   According to Davis and Fletcher (2010) some learners feel a sense of embarrassment about t...

" [C]arpenters use their tools to build things; the tools do not control the carpenter. Similarly, computers should be used as tools for helping learners build knowledge; they should not control the learner " (Jonassen, 1996, cited in Kanuka, 2008, p. 4). In this blog I examine my personal philosophy of using digital technology for teaching and learning adult literacy and numeracy. My personal philosophies relating to the use of technology for adult literacy and numeracy (L&N) learning is in part summed up by Clark (1983, cited in  Ally, 2004 , p. 3) in his statement that "technologies are merely vehicles that deliver instruction, but do not themselves influence student achievement".  I think that computer technologies have introduced new and innovative ways to provide instruction, and that they support learning in ways that have not previously been possible. However, I also support the view that "it is the instructional strategy and not the tech...

Kia ora koutou For this blog, I talk about 'A day in the life of me', to highlight the literacy skills we utilise in our everyday lives.  A stand-out moment for me was my experience of the barrier arm failing to open at the Waikato Hospital car park, in the midst of peak traffic flows.  Whilst I didn't quite employ the same antics as Mr Bean to escape this dilemma, I hope you enjoy his video all the same ... 😊 LITERACY AND DIGITAL MEDIA Part A:   Please fill in the following table.  The objective is for you to reflect on the amount of digital technology and non-digital you use in an average day for reading and writing.   Tick Tick Tick Tick Read Write Study/ Work Neither study nor work Source ( Non digital )  e.g. pen, book Source ( digital ) e.g. email, Internet Time (approx. how long) ü ü ü (work) Read and reply to email mess...