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The Use of Technology in Adult Literacy Programs. SPONS AGENCY Australian Dept DOCUMENT RESUME ED 319 930 CE 054 878 AUTHOR Anderson, Jonathan; And Others TITLE The Use of Technology in Adult Literacy Programs. SPONS AGENCY Australian Dept. of Employment, Education and Training, Canberra. PUB DATE Jan 90 NOTE 189p. PUB TYPE Reports - Descriptive (141) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Adult Basic Education; Adult Literacy; Adults; Basic Skills; Computer Assisted Instruction; *Computer Software; Educational Media; Educational Resources; *Educational Technology; Foreign Countries; Functional Literacy; Hypermedia; Interactive Video; *Literacy Education; *Multimedia Instruction; Teaching Methods; Teleconferencing IDENTIFIERS *Australia ABSTRACT This document describes the use of educational technology (including radio, television, computers, telephones, satellites, and optical laser discs) in adult literacyprograms in Australia. Chapter 1 describes the scope of the study thatresulted in the document and defines both literacy and educationaltechnology. Chapter 2 contains a generalized set of questions thatcan be asked about any educational technology and that providea framework for evaluating educational technology. Chapter 3 describes theuse of educational technology in adult literacyprograms in Australia. Descriptions of the technologies in use are included for printmedia, audio material supporting print material, radio, videoand television, subtitling, computers, drill and practice,simulation programs, word processing, word and text manipulation, story programs, databases, computer peripherals, teleconferencing, optical laser discs, CD-ROM, videodisc, and hypermedia. Chapters 4-9present case studies of the use of technology in particular literacy programs. Chapter 10 describes computer software programs thatare appropriate for use in adult literacy classes. Chapter 11 isdevoted to an exploration of the uses of HyperCard and HyperStoryin adult literacy learning. Chapter 12 considers emerging issuesand the potential of using educational tech slogies in adultliteracy education. The document concludes with 121references. (CML) *********************************************************************** Reproductionq supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** = vz cm cn ,--( cyz The Use of Technology = ;4 in Adult Literacy Programs Jonathan Anderson Alison Cheatham Richard Grice Brian Marshall "PERMISS,ON TO REPRODUCETHIS U.S. DEPARTMENT OF EDUCATION GRANTED BY OffceEchcabonal Research end Improvement MATERIAL HAS BEEN EDU T1ONAL RESOURCES INFORMATION CENTER (ERIC) Ttus document has been reproduced as recemed from the person or organuabon ohonattng et CI Maar ChangeS have been made to Improve recoducbon cuaidy RESOURCES Punts of view of opuhons stated let t tus docu- TO THE EDUCATIONAL ment do not necessarily represent Wham INFORMATION CENTER(ERIC)7 OERI post on or PIHICY January, 1990 Preface This Report on the use of technology in adult literacyprograms was commissioned by the Department of Employment, Education and Training,and was conducted under the auspices of the Adult Literacy Action Campaign,as part the Federal Government's National Policy on Languages. The study was directed by Jonathan Anderson, Professorof Education at Flinders University. Alison Cheetham actedas research assistant for the duration of the project. Richard Grice, Senior Lecturer in Educationat the University of Queensland, joined the research team for part of his study leave, duringwhich time he assisted in the evaluation. The fourth member of the researchteam was Brian Marshall who participated in some of the case studiesas part of a Master of Education degree. Thanks are due to the representatives of the AustralianCouncil of Adult Literacy in the different States who assisted in providinginformation about developments in technology in their States, and especiallyto Linda Are, Marian Norton, Christine O'Callaghan, Colleen Smith, and Aileen Treloar.To the many officers within TAFE who provided further information,we gratefully acknowledge their help: Jennifer Cameron, Brian Kenworthy, Vic Margan,Brian Nussey, Rosie Wickert, Julia Zimmerman. Those who were involved in developingthe technology described in this Report were most open in sharing withus current developments and future projections. and here we acknowledge the professionalismof Trevor Lloyd, Herb Peppard, and Tony Schick. To the many teachers and administratorsJenny Charlesworth, Lorraine Glacken, Rebecca Noble, Anita Steinerts, DonStrempl, as well as many othersand to all students in adult literacy classes with whomwe spoke, we thank them for the time they freely gave. This Reportwas only possible because of the help of all these people. Jonathan Anderson Alison Cheetham Richard Grice January, 1990 Brian Marshall ii 3 CONTENTS 1Scope of Report Aims and purposes Extent of adult illiteracy in Australia Adult literacy provision Defining literacy Literacy for whom? Native English adult speakers Aboriginal adults Adults with disabilities Adults from non-English speaking backgrounds What is educational technology? Report overview 2Evaluating the Potential of Technology 7 A framework for evaluation Questions for administrators Questions for teachers Questions for adult learners Applying the evaluation framework 3Technology in Use in Adult Literacy Programs 13 What's happening in Australia Queensland, New South Wales, Victoria, The Australian Capital Territory, Tasmania and the Northern Territory, South Australia, Western Australia What's happening overseas The United States, Britain, Canada Overview of technology in use Print media Audio material supporting print material Radio Video and television Subtitling Computers Drill and practice, Simulation programs, Word processing, Word and text manipulation, Story programs, Shell programs, Databases Computer peripherals Teleconferencing New generation technologies Optical laser discs CD-ROM Videodisc Hypermedia Case studies of technology in use Technology and Adult Literacy iii 4 4 CASE STUDY: Computers as Tools in LiteracyAcquisition 3a. Background to case study What the literature says about computer-based learning How the study was conducted Examining the technologies, Observations, Interviews Recent history of the Adult Literacy Unit Negotiating learning objectives A session at the Adult Literacy Unit From the students' point of view Expectations, Needs, Feedback and interest level,Learning and ease of use From the teacher's point of view Outcomes and interest, Adaptability, Appropriateness,Flexibility and ease of use From the administrator's point of view Costs, Objectives, Access and outcomes, Management Conclusion 5CASE STUDY: Literacy at a Distance with Teleconferencing 4 5 Background to case study First experience of a teleconference Teleconferencing and DUCT Aborigines use teleconferencingto acquire literacy How the study was conducted Literature about teleconferencing The hardware From the teachers' perspective Objectives and outcomes, Approach and interest,Appropriateness, Flexibility and adaptability, Learning, Familiarity,Portability and convenience, Ease of use From the administrator's perspective Objectives and outcomes, Approach, Access andmanagement, Services and support, Costs From the perspective of students Enhancing the technology Conclusion 6CASE STUDY: Using Narrowcast Television toTarget Aboriginal Communities 62 Background to case study Observation of an interactive televisionprogram What is narrowcast television? How the study was conducted Narrowcast television and interactive televisionsurvey The equipment The television series From an administrator's perspective Objectives and outcomes, Approach, Access,Management, Service and support, Costs From the teacher's perspective Objectives, Outcomes, Approach and interestlevel, Appropriateness, Flexibility, Adaptability and learning,Familiarity, Portability and convenience, Ease ofuse, Overview From a student's perspective Conclusion iv Technology and Adult Literacy 5 7CASE .STUDY: Lexiphon A New Literacy Tool for Trade Training 75 Background to case study What is Lexiphon? Lexiphon literacy materials What has been written about Lexiphon? Trial of Lexiphon Features of the Lexiphon system Objectives and outcomes, Methodology and approach, Access, Management and support, Costs, Other features Concluding comments 8CASE STUDY: Talking Computers for the Blind 90 Talking computers in the literature Synthesised speech, Digitised speech How the study was conducted Examining the technologies, Observation, Interviews Recent history of the Alternate Print Unit The computer communications course The talking computer Normal scanning mode, Input mode, Output mode, Spell mode From the students' point of view From the teacher's point of view Role changes, Flexibility From the administrators' point of view Objectives, Outcomes, Attitudinal changes Conclusion 9 CASE STUDY: Interactive VideodiscA Tool for ESL Learners 103 What is The Aussie Barbie? How the study was conducted What has been written about The Aussie Barbie? The hardware needed What is in the package? The videodisc, Transcripts, Teachers' Guide, Learners' Guide, Student record sheets, Computer disks From the student point of view From the teacher's point of view From an administrator's point of view Conclusion The Aussie Barbie: an evaluation, Interactive videodisc: the future Technology and Adult Literacy 6 10 Software for Adult Literacy Learners 120 Current applications Software evaluation in the
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