L. Herod, EdD Candidate, MEd, BA, March 2000
Whether or not to integrate computers into curriculum is currently the subject of some debate amongst educators in general (Amos, 1998; Bennett, 1996; Chandler, 1995; Postman, 1993; Robertson, 1998). For adult literacy practitioners in particular, the issue is an especially crucial one and for several reasons, not the least of which involves resource concerns. This paper discusses various factors surrounding this issue and identifies the need for a curriculum deliberation process in the field of adult literacy.
The use of computers to support programs administratively is not so much the issue, as is their incorporation into teaching and learning (Amos, 1998; Ginsburg, 1999; Hopey, 1998; Hopey, Harvey-Morgan & Rethemeyer, 1996; Sabatini & Ginsburg, 1999; Stites, 1999; Stites, Hopey & Ginsburg, 1998; Turner, 1999; Wagner & Hopey, 1998; Wilson, 1998). Practitioner concerns center around three main intertwined themes:
Many who disagree with the incorporation of technology do so for practical reasons. Since funding in the field of adult literacy is historically very limited, many believe that scarce resources must be directed at fundamental literacy skills; that is, reading, writing, spelling and more recently, numeracy. Those on the opposite side of this argument, however, argue that programs cannot afford NOT to become involved for the reason of what may be termed "technological determinism" (Chandler, 1995). This concept likens technology to a 'steamroller' and suggests that if one isn't driving the steamroller one is 'part of the pavement' so to speak. The result will be that the well acknowledged gap between those who are literate and those who are not will widen further, perhaps to the stage where the gulf is too far to bridge:
|Previous Page||Cover||Next Page|