I have always been fascinated with technology. I remember
way back in the late 80s when I had my
first experience operating a computer - it was ecstatic. I was excited and
afraid at the same time. I was excited because I felt privileged to use this
device for whatever purpose it served. But I also felt afraid because I may face
difficulties manipulating/using this device and may end up not using it at all.
That was two decades ago and yet, I still have the same mixed
feelings of "excitement" and being "fearful" of trying new
things that involves technology - whether it's a hardware or software.
So when this paper "Online Teaching and Learning"
explores the possibility (and encouragement) of using digital technologies in
adult literacy and numeracy education, I told myself - "do we really have
to?"
Reflecting on my initial reaction, I believe I was more
afraid on "treading on new
grounds" that I am not familiar with. From primary to tertiary education, I
learned though the traditional class-room type of instructions where the
teachers are considered the main authority of learning. Kanuka (2008)
classifies this philosophy of education as the Liberal/Perennial type. I
suppose when one has been exposed to this kind of teaching and learning for around
15 years, somehow it is difficult to try learning through different philosophies
of teaching. So the educational technologies
employed in my primary and secondary schooling were the ones considered as 1st generation
educational technologies - all educational technology used were paper based
(e.g. flipcharts, chalkboard, etc). In the university level, our teachers
started using the 2nd generation technologies (e.g. overhead projectors, LCD
projectors, slideshows, etc).
And yet here I am contemplating
whether using digital technology in adult literacy and numeracy is really enhances students' learning outcome.
As future adult literacy tutor, I also need to understand whether it is
absolutely worthwhile to invest time and effort learning to use digital
technology in adult literacy and numeracy.
Kanuka's (2008) statement where she challenges the reader of her article to "become aware of our
philosophical orientations is important ... as it is only when we can
systematically identify what we value in education, that we can justify the
choices we make with e-learning technologies." (Kanuka, 2008, p.111),
enabled me to reflect on my own philosophy of education.
I share the philosophy of the radical perspective. I view
education as a way to "liberate" people from "oppressions"
and to "empower" through acquisition of knowledge and information to
help them bring about changes in themselves and in society that they live.
But firstly, I'd like to compare "traditional
Learning" vis-a-vis "e-Learning". In this blog, I opt to adopt the definition
of Ministry of Education of e-Learning, which is defined as "learning that is
enabled or supported with the use of information and communication technologies"
(Ministry of Education, n.d.)
I found this article by David Rashty online comparing Traditional Learning vs e-Learning. The tabled summary
generally states some points of difference. e-Learning is more favourable for radical
perspective compared to traditional learning.
The use of technology for learning and teaching adult
literacy and numeracy has great potentials in improving the basic skills of
adults who needs further assistance in improving their literacy level
(Fletcher, Nicholas and Davis, 2010). However, I also feel it is important to
thoroughly understand who are the
intended learners as not all learners have the same literacy level nor the same
cultural background and circumstances.
I have a special interest targeting literacy issues of migrants
and refugees. I would like to explore what are the issues or barriers of this
particular group that may hinder them to
successfully participate in meaningful e-learning. Once I elaborated on the
issues, I would like to delve more on what web 2.0 technology can be employed
that would best suit the intended learners.
To answer the title of this posting, YES, I think it is
worthwhile to investigate and use technology for learning and teaching adult
literacy and numeracy.
And that is my final answer.
********
Kanuka, H. (2008).Understanding e-learning
technologies-in-practice through philosophies-in-practice. In Anderson, T. (Ed) (2008).The Theory and Practice of
Online Learning (2nd ed.) (pp 99-121).
Edmonton: AUPress.
Ministry of Education (n.d.) What is e-Learning?. Retrieved April 25, 2012, from http://www.minedu.govt.nz/NZEducation/EducationPolicies/TertiaryEducation/ELearning/WhatIsELearning.aspx
Rashty, D (n.d.). Traditional Learning vs eLearning. Retrieved April 25, 2012,
from http://www.researchtrail.com/articles/Traditional_Learning_vs_eLearning.pdf
Fletcher, J., Nicholas, K., & Davis, N.
(2010) Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance
Learning, 15(1), 17-29
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