Computer assisted instruction

The integration of technology, especially computers, into adult literacy teaching is generally considered a good idea, although there are definite concerns. Three such concerns include:
1) philosophical (i.e., the place of technology within literacy teaching and learning);
2) the practical (i.e., the use of very scarce resources--money, time and personnel--to support technology); and,

This handbook was produced under cost-shared funding from the National Literacy Secretariat and the BC Ministry of Advanced Education, Training and Technology. Literacy practitioners will find this a useful guide when planning a computer lab for their literacy group. Topics discussed are :

This handbook was produced under cost-shared funding from the National Literacy Secretariat and the BC Ministry of Advanced Education, Training and Technology. Literacy practitioners will find this a useful guide when planning a computer lab for their literacy group. Topics discussed are :

This report compiles the responses of over 1,100 adult literacy students in Ontario to the following four questions: Do you have access to computers and the Internet? How do you use computers and the Internet? What do you like about using computers and the Internet? What don't you like about using computers and the Internet?

Increasingly, adult learners of English as a Second Language (ESL) have access to computers, whether it is in a language lab once or twice a week or in the classroom. For teachers of those learners the question is not whether to use computers and software but how. This article answers some common questions about types of ESL software with guidelines for the appropriate use of software in the adult ESL classroom.

The Fifth International Conference on Adult Learning was held in Hamburg, Germany in July 1997, to discuss how to “ensure greater access to and participation in the means of communication for all cultures and social groups.” This document is the report of that online forum, and includes information about the conference, details of the discussions, and a bibliography of additional resources.

This is the fourth paper published by The Centre for Literacy in its Working Papers in Literacy series which present new perspectives on literacy-related issues relevant to researchers, to practitioners and to policy-makers. The author touches on some of the major issues relation to Information and Communication Technology (ICT) and literacy, which have until now been treated as separate subjects.

This paper reports the results of an evaluation study of computer-assisted reading at Alberta Vocational College - Calgary. The purpose of this study was to determine the short- and long-term effectiveness of computer-assisted instruction (CAI) software in improving the reading skills of three groups of adult upgrading students.

This document describes the Literacy Learning Through Technology (LLTT) Project, conducted in Australia in 1997-1998. It includes a research report, developed websites, a report on professional development workshops, a list of presentations, and a list of publications, as well as findings and recommendations.

Because the use of the Internet is widespread in numerous fields and domains, without a doubt, it also carries great potential for educational use, specifically second and foreign language education. This paper therefore explores the following questions: 1) What is the Internet? 2) How can various facets of the Internet be used in the second and foreign language classroom? 3) What are the benefits of employing the Internet in such a setting?