Technology Planning

MISCONCEPTIONS & FANTASIES ABOUT COMPUTERS IN ADULT LITERACY

Misconceptions and fantasies abound about how the use of computers will effect learning in adult literacy programs. High expectations can be as much an obstacle to success as attitudes of resistance and cynicism. In order to successfully integrate computers into program delivery, it is essential that realistic expectations and outcomes be identified. This will help avoid the disappointment that often follows the initial excitement of trying out new technology.

MISCONCEPTION # 1: COMPUTERS. EVERYBODY WILL LOVE THEM!

Teacher: Students will love this!
Learner: I'll learn so much faster and better.
Administrator: Teachers and learners will love this. It'll make teaching and learning so much easier.

REALITY CHECK:

Some students and teachers will be thrilled to have an opportunity to work on computers. This is a great starting place — as long as that initial enthusiasm does not turn into subsequent disappointment and discouragement as unrealistic expectations are not met, and there are not adequate supports in place to help overcome problems.

Some students (and teachers) may actually refuse to use computers because they simply don't like change, or they don't like being put in new situations where they feel humbled and helpless, or they simply feel overwhelmed and intimidated for whatever reason.

They may refuse because they are skeptical of the notion of change for change sake and no one has actually made a good case for why computers should be used. So, be prepared to make a good case for why using computers is a worthwile use of everyone's time and energy, and what they can expect to gain from their efforts.

FANTASY # 2: COMPUTERS WILL MANAGE THE LEARNING.

Teacher: It will give me a break — time to do some lesson preparation and marking.
Teacher: I'll lose control. I won't know what they're working on or how they're doing. They'll be all over the place, each working on different areas.

REALITY CHECK:
Teachers need to be very familiar with the content of the software programs learners are using. Teachers need to know:

• whether the level and content is relevant and appropriate to the learner's goals and outcomes
• how the content supports or relates to other learning activities going on in the program
• whether the content supplements other learning activities by providing an opportunity for independent study or learning.

With the appropriate software and supports learners can make significant progress in specific areas of learning. It will, however, take time to find the right software program and to make sure

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