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Enhancing Adult Literacy through Technology, 2007.
This paper describes an adult literacy initiative using technology as an aide.
11,386 words (approx. 45.5 pages), 10 sources, APA, $ 223.95
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Abstract
This high-level paper examines adult literacy education through use of technology. According to the study, this approach enhances the learning experience and outcomes of the adult learner. This is accomplished through technological aides in the classroom and in distance learning initiatives. The adult literacy programs were implemented in order to train and retrain adult workers in order to optimize the workforce. The findings of this study also show that the adult learner and the world-at-large benefits from this enhancement in the educational provision of the adult literacy learner.
Table of Contents:
Discussion of Literature Reviewed
Findings of the Study
Limitations of the Study
Recommendations of the Study
Bibliography
From the Paper
"This research proposes that just as an adult must be literate in the languages, technology is in essence a language as well in which literacy acquisition begets the acquisition of literacy, which may indeed be transferable across-literacy just as language principles are transferable across language learning for the bilingual student. Technology is global in nature and is that spoken worldwide in many initiatives, efforts and processes. Technology is 'key' in adult literacy acquisition both in terms of the tools and aides provided and in the acquisition of the language of technology as well. "
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Technological Literacy of Technology Education Teachers, 2005.
This paper is a research proposal to survey industrial technology education teachers in the State of Arizona to determine their acceptance and use of the "Standards for Technological Literacy" (STL) and to assess standards-based training needs.
9,480 words (approx. 37.9 pages), 36 sources, APA, $ 194.95
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Abstract
This paper explains that, today, it is becoming increasingly clear that there is a growing need for technological literacy, but it is unclear how technology education teachers are making decisions on classroom practice based on the "Standards for Technological Literacy", which focuses on what every student in grades K-12 should know and be able to do in order to be technologically literate. The author states that the study will address the issue of assessing standards-based training needs through a critical review of the scholarly literature followed by a survey of what 7th to 10th grade technology education teachers in Arizona know about the standards, how they are using them and what the need for standards-based training. The paper relates that a Likert-type scale will be used to determine the acceptance and use of the STL and to measure the perceived needs of standards-based training.
Table of Contents
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Rationale of Study
Research Questions, Hypotheses or Objectives
Review of Related Literature
Background and Overview
Evolution of Literacy Standards in the U.S.
Components Influencing Student Learning
Curricula
Instruction
Learning Environment
Student Assessment
Features of AETL
Student Assessment Standards
Vocational and Technical Education Considerations
Industrial Technical Education in Phoenix, Arizona Today
Current and Future Trends
Methodology
Procedures
Population and Sample
Survey Instrument
Time Frame
Cost of the Research
Data Analysis Questions
From the Paper
"To date, thousands of technology teachers, science and mathematics teachers, and other educators and experts from around the country have collaborated in an effort to identify precisely what students in kindergarten through 12th grade should be learning about technology. This group, together with content specialists and representatives from the National Research Council (NRC) and the National Academy of Engineering (NAE), reviewed Standards for Technological Literacy and recommended modifications and additions. The resulting document, supported by both NRC and NAE, defined the study of technology as a discipline and provided a framework for individual teachers, schools, school districts, and states or provinces to develop technological literacy in all students. The research to date indicates that when schools provide students with a quality education in their primary language they provide them with two things: knowledge and literacy."
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Overview of Adult Literacy, 2003.
A discussion of the causes and effects of illiteracy worldwide.
1,790 words (approx. 7.2 pages), 7 sources, APA, $ 57.95
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Abstract
This paper provides an overview of what adult illiteracy is and who is affected by it. As discussed in the paper, literacy is very important to development and is correlated with higher income and better socioeconomic status. The paper addresses the following questions about illiteracy: How does the United States place, statistically, with respect to adult illiteracy, what are the contributing factors of adult illiteracy, and what resources are available for adults who seek literacy?
From the Paper
"There is widespread debate as to a concise description of the word literacy. The International Literacy Explorer (ILE) has three basic definitions that are used worldwide. 1. A literate person is one who can both read and write a short simple statement describing his/her everyday life. 2. A person who is functionally literate can engage in all those activities in which literacy is required for effective functioning of his/her group and community and also for enabling him/her to continue to use reading, writing, and calculation for his/her own and the community's development. 3. A literate person is one who has completed five or more years of schooling (1999)."
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Technological Literacy, 2002.
A discussion of the growing need for critical computer literacy and its affect on the perception of ?literacy?.
1,920 words (approx. 7.7 pages), 13 sources, MLA, $ 61.95
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Abstract
This paper evaluates computer/technological literacy, the term given to frequent use of modern technologies, especially computers. It examines how with the growing use of computers in the workplace, classroom and home in addition to the Internet coming into common use as a marketplace, bank, library and communications tool, technological/computer literacy has become unavoidable. It discusses how computer literacy affects the notion of literacy itself and if they can be considered one and the same. Literacy at a basic level is considered the ability to read and therefore technology only provides a different medium with which to do so. It concludes that computer literacy is not is not an independent entity, but an extension and an expansion of literacy itself. Questions of the necessity of technological literacy are raised and discussed, and the relationship between "standard" literacy and computer or technological literacy is also analyzed.
From the Paper
"New technologies, especially computers, are now being used personally as well. According to L.D. Labbo, computers are now being utilized in the home for things like ?digital shopping, travel services, studying, mail services, chatting, spiritual counseling, banking, [and] the paying of taxes?? (Labbo, Reinking and McKenna 275). In addition to these functions, the use of technology has increased significantly over the past few years. More people are using cellular phones, ?personal digital assistants? (PDAs), handheld computers and other wireless communication devices. Also, ATM machines are now commonplace, and hardly an urban block exists without one or (more frequently) more cash machines available for quick withdrawals."
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Education: Adult Learning and Technology, 2004.
A thorough overview of the options available for adult learning in the new technological era.
24,652 words (approx. 98.6 pages), 18 sources, MLA, $ 249.95
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Abstract
This paper discusses the adoption of new technologies to address the challenges of the delivery system in the adult education programs. The old and new technologies both are useful in the process. It explains how education must be so designed as to incorporate the most suitable technology that provides effective learning, cost effectively, and assisting people in quick learning. The suitability of the technology and its appropriate use in the educational process enables the learners to attain higher skills necessary to cope with the growing universalization. The writer states that it is therefore imperative that the choice of technology should be made with due care and is backed by proper design and planning. Concurrent assessment of the performance of the adopted technology should be under taken at regular intervals, and supplementation should be made for ensuring the better integration of the technologies. Technology cannot be avoided in the name of economy. Adult education is considered to be the most neglected area of education in terms of the financial allocations and, therefore, cannot be neglected in exploiting the available technological potentialities.
Introduction
Literature Review
Discussion
Software Used in Adult Education
Use of Video in Adult Learning
Use of Microcomputers for Adult Learning
Use of Technology in Adult Education in the Various States
Technology in Literacy Mission: Technology in Libraries
Use of Technology in Distance Education
Advantages of the Use of Technology in Adult Learning
Limitations of the Use of Technology in Adult Education
Recommendations
Rectifying the Limitations of Technology in Adult Education
Conclusion
From the Paper
"The transition of present day world is seen towards a more liberal and universal one. The individuals are required to know the ways to keep pace with the dynamism in order to cater to the needs of dynamic world along with simultaneous interaction for productively keeping hold of the associated systems. In order to make available an efficient educational atmosphere and cater to the educational needs of the common individuals in a cost effective and suitable manner it is essential to find out the better approaches. Improvement in the literacy mission is possible through technology. The technology assists in the construction of educational atmosphere that is best fit for meeting the requirements and goals and for making available new avenues to those that have no access to the previous learning systems. It encourages the students to be more resourceful and pioneering. The technology has reformulated our vision to deal with information, laying emphasis on self education from conventional teaching, making education a process through out life rather than confining to a particular period."
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The American Literacy Crisis, 2001.
Discussion of the status of adult literacy in America.
1,765 words (approx. 7.1 pages), 11 sources, $ 56.95
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Abstract
This paper addresses the following questions about illiteracy: How does the United States place, statistically, with respect to adult illiteracy? What are the contributing factors of adult illiteracy? What resources are available for adults who seek literacy?
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Visual Literacy in Higher Education, 2008.
This paper explores the impact and importance of both visual literacy and technology in the high school and other educational levels.
2,989 words (approx. 12.0 pages), 26 sources, APA, $ 88.95
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Abstract
The paper examines the literature to determine the meaning of visual education and its importance as well as the way that it impacts on higher education in terms of teaching styles, material and its outcomes. The paper also explores the way that visual literacy affects the developments and creation of school curriculum. The paper concludes that visual literacy is something that is becoming increasingly important and cannot be avoided. The paper asserts, therefore, that visual literacy should be included but not to the extent that the curriculum will become overly "tecnnologized" and older forms of teaching and learning will be lost.
Outline:
Introduction
The Meaning and Importance of Visual Education
The Impact on Higher Education and Employment
Curriculum Development
Conclusion
From the Paper
"The contemporary learning and experiential environment is highly visual. Students are exposed to Web sites, television and a plethora of other sources of image and visual data. This increase in the pervasiveness of the visual aspect in our daily lives has also changed the meaning of being literate. As Ron Bleed states in an article entitled Visual Literacy in Higher Education, "The Literacy of the 21st century will increasingly rely not only on text and words but also on digital images and sounds" (Bleed R. 2005)."
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The Importance of Literacy, 2007.
A discussion on the importance of literacy skills, based on the book "Learning to Read and Write" by Frederick Douglass, and the article "The Importance of Literacy and Numeracy Skills" by the Australian Chamber of Commerce and Industry.
901 words (approx. 3.6 pages), 2 sources, MLA, $ 32.95
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Abstract
The paper discusses how, although literacy is not literally a function of slavery as it was when Douglass wrote his narrative, literacy remains a tool of social and political empowerment. The paper explores how individuals with inadequate literacy skills cannot begin to compete in a job market based on information; to run for political office; to read articles or websites. The paper further discusses how literacy bestows on the individual a means of communicating with others, of sharing ideas and debating essential points in the hopes of changing minds and hearts. The paper concludes that, through mastery of the written word, poor and oppressed individuals can challenge the assumptions that guide the dominant culture and create transformation and change just as Douglass did over a century ago.
From the Paper
"Literacy skills are, however, appropriately framed as an economic tool as they are in "The Importance of Literacy and Numeracy Skills." The Australian report represents the mentality of the twenty-first century, when literacy skills allow individuals the opportunity to "compete in the global marketplace (p. 6). Individuals need literacy skills to succeed just as Douglass did, but literacy rates are far higher now than they were in Douglass' age. As a result, citizens of industrialized nations are expected to master reading and writing skills in school."
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Literacy Perspectives From Jefferson To Now, 2008.
A look at how literacy skills have developed.
1,865 words (approx. 7.5 pages), 24 sources, APA, $ 59.95
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Abstract
This paper discusses the importance of developing literacy skills, as apart from facilitating reading and writing, literacy allows us to make choices and participate fully in society. It provides an overview of the work of educationalists through the years and concludes that due to the importance of this subject literary studies should continue to be carried out.
Outline:
Jefferson, Education and Literacy
Freire, Education and Literacy
Lankshear, Education and Literacy
Henry Giroux, Education and Literacy
Perspectives on Literacy
Conclusion
From the Paper
"Fundamental to the advocacy of literacy as an element of free and democratic societies is Thomas Jefferson's. According to him, there is direct relationship between good governance, responsible citizenship and literacy (Kozol, 1985) This implies that without literacy, governments can not claim that it is effective and neither can its citizens be able to fully participate and become active in society. Literacy is seen as critical to well-being and the ability to become productive. Similar to Socratic views on knowledge, learning and virtue, an illiterate person is not able to develop the knowledge that can bring his enlightenment so that he can live a moral and just life (Freeman & Kassebaum, 1956). Such a view also suggests that literacy is an agent of social progress and the vehicle for social justice, liberty and democracy."
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Media Literacy and TV Production, 2004.
An extensive analysis to show the important link between literacy, critical thinking and any type of media undertaking within a school setting.
21,420 words (approx. 85.7 pages), 53 sources, MLA, $ 249.95
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Abstract
This research paper examines the impact of integrating a media literacy unit into a public high school ninth grade Basic TV Production course in an effort to measure the development of student critical inquiry, thinking and viewing of media technology. This study expands upon initial research conducted by Renee Hobbs and Richard Frost (1999) in "Instructional Practices in Media Literacy Education and Their Impact on Student's Learning". In addition, the paper also discusses the concept of literacy as a prerequisite to the role it plays in the media arena. The paper contends that because media plays a more prevalent role in our everyday lives, it is imperative that literacy be incorporated into the educational structure, particularly for students are involved in media production.
Table of Contents
Introduction
Objectives of the Study
Background
Statement of the Problem
Current Approaches to Media Literacy Education
The Significance of This Study
Research Questions
Literature Review
Goals of Media Literacy
Guidelines for Media Instruction
Measuring Media Literacy in the K-12 Classroom
Implementing a Media Literacy Program
The Conceptual Framework
Research Methodology
Research Design
Sample Selection
Limitations of the Study
Data to Be Collected
Instrumentation
Definition of Key Terms
Information Sources
From the Paper
"Student's have their own ideas about what and how to use certain mediums to express their ideas. Nicholas (2001) states that "Eisner (1994) contends that forms of representation influence how students' perceive, how they think, and how they express understanding. Each from embodies a different way to experience the world. The implications of student perceptions of different forms of representation relate to issues of cognitive pluralism and curricular balance. Providing students with frequent opportunities to construct and express meaning in different forms using a variety of symbol systems addresses the learners' capacity and need to create and manipulate symbols. The absence of these choices limits students' learning experiences and inhibits development of multiple forms of literacy. Advocates for an enriched curriculum argue that a wide spectrum of subjects, including visual arts, dance, music, theatre, and media production should be considered integral to a general education.""
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Article Reviews: Teaching Literacy, 2008.
This paper reviews two articles about teaching literacy: Duke et al's 'Authentic Literacy Activities for Developing Comprehension and Writing' and Mary F. Heller's 'Telling Stories and Talking Facts'.
2,170 words (approx. 8.7 pages), 2 sources, APA, $ 67.95
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Abstract
This paper explains that authentic literacy is broadly thought of as reading and writing in a personal narrative format. The author relates that Duke et al in their article 'Authentic Literacy Activities for Developing Comprehension and Writing' reported on their study involving 26 second and third grade teachers to investigate the development of students' ability to comprehend and compose informational and procedural texts in science. The author points out that this research confirmed that language skills acquisition improves in an authentic context rather than through de-contextualized or abstract learning. The paper also tells about a study by Mary F. Heller reported in her article 'Telling Stories and Talking Facts: First Graders' Engagements in a Nonfiction Book Club', which investigated the nature of responses of a small group of girls to see if these responses were grounded in facts learned from the readings or were narrative in nature.
Table of Contents:
Authentic Literacy Activities
Nonfiction Book Club
From the Paper
"Authentic literacy activities as described in this article offer many advantages to a classroom teacher. We all wish to make our classes as interesting and relevant to our students as we possibly can. This definition of authentic writing and reading gives us a way to do this. Most all of us can recall how boring it seemed to mindlessly do worksheets or endless lists of practice exercises. By adding a "real" audience and a "real" purpose can make a writing assignment more meaningful or fun. Whether in graduate school or second grade, most of us would rather understand "why" we have to do an activity." Authentic literacy activities, as defined in this article, help students to understand that "why. Children can see how the skills they are learning are used by adults. In an age where students are subject to a great deal of test-preparation activities, doing something "real" might also be a welcomed break for teachers and students.
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Early Childhood Literacy, 2006.
This paper discusses the role of family literacy in early childhood literacy as based on an observation of an Asian family.
770 words (approx. 3.1 pages), 3 sources, APA, $ 27.95
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Abstract
This paper explains that more and more administrators and social theorists are recognizing that culture influences literacy as do societal changes that dictate what knowledge is and how it should be acquired. The author points out that literacy is much more than reading including early experiences such as playing with other children, shopping and even changing the channel on the television. The paper relates that the key is that parents actively engage their children during activities, asking them questions about their activity and encouraging children to communicate their interpretations, feelings and attitudes about various events.
Table of Contents
Observations of Family and Home
Literacy as a Social Practice
Contexts for Learning
Interpretations
From the Paper
"Studies suggest that literacy is a multi-dimensional function and that children who are more literate are more likely to experience multiple forms of literacy in their homes and communicate frequently with members of their household in various ways. Other studies suggest that literacy draws from social practice suggesting that critical literacy is influenced by socio-cultural factors, and that children learn or acquire their literacy ability as they take part in every day social activities and practices including playing, commuting, viewing TV, and engaging in other activities with their families."
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Literacy Instruction and Reading Motivation, 2002.
An examination of the connection between literacy instruction and reading motivation in students with language learning difficulties.
2,205 words (approx. 8.8 pages), 5 sources, MLA, $ 68.95
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Abstract
This paper examines whether there is a connection between reading and motivation in literacy instruction. Literacy instruction programs have proven to students that developing reading and writing skills on an academic level can increase leadership, social and communication skills. The writer shows that once the students experience the advantages of expanding his or her literacy skills in ways that are important to him or her, then his or her learning is accelerated. Literacy instruction provides learning assistance more specifically than the average classroom environment. The paper also examines experiments which were conducted that tested the students' reading and writing motivation after an intense literacy-training program. This essay also proves how literacy training motivated students to expand students reading and writing skills.
From the Paper
"According to the 2001 edition of Digest of Education Statistics, student dropout rate due to literacy problems were primarily determined by race along with other predetermined factors. In the year of 1995, the average dropout rate among Hispanics were 2.7 percent, Blacks were 2.3 percent, and the dropout averages for Whites were between 1.5 and 1.6 percent (Snyder, 2001). Most experts agree that the Hispanic dropout rate were high because of his or her lack of motivation to learn how to read and write the English language. Before the requirements for specialized literacy instruction specialists were raised, Hispanics along with other cultures, were expected to learn how to read and write English as quickly and as fluently as Native Americans. Naturally, students from other cultures did not begin learn to read and write at the same time, but the students were expected to learn reading and writing at the same rate as peers of his or her age."
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Performance Enhancing Substances, 2005.
An examination of the use and effects of steroids and other performance enhancing substances.
3,316 words (approx. 13.3 pages), 8 sources, APA, $ 94.95
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Abstract
This paper examines how there are many different types of performance-enhancing substances available in a variety of markets, some legal and some illegal, some targeted toward athletes and some employed more often for recreational usage. It looks at how, despite the many questions that arise while examining issues relating to substance use in athletics, there is still a failure to examine the multitude and magnitude of negative consequences that can potentially follow any use of performance-enhancing substances, legal or otherwise.
Outline
Introduction
Who Uses Performance-Enhancing Substances
Different Types of Performance-Enhancing Substances
Preventative Measures Against Performance-Enhancing Substance Use
Monitoring Performance-Enhancing Substance Use
Interventions for Performance-Enhancing Substance Use
From the Paper
"Parents should be aware of possible signs that their children are using performance-enhancing substances. If they become worried about substance use, there are a number of interventions that can be utilized. However, performance-enhancing substance use is also monitored on an official level by organizations such as the NCAA. According to Copeland (2002), the testing program utilized by the NCAA was modeled after that in place for Olympic drug testing, with the exception that the International Olympic Committee does not issue sanctions on athletes for some infringements of drug policies. "
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Australian Literacy, 2006.
An analysis of children's literacy issues in Australia.
3,000 words (approx. 12.0 pages), 12 sources, MLA, $ 88.95
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Abstract
This paper discusses literacy issues for children living in Australia. The paper begins by examining the many differing conceptions of how to define literacy and exactly which elements constitute the amorphous area of literacy. Then, the paper looks at the varying types of literacy teaching in schools. The paper also discusses the intense scrutiny that the subject of childhood literacy is coming under in Australia. Reports of declining literacy levels led to a perception of a "literacy crisis", which has prompted government officials to take action. This paper also explores those steps.
From the Paper
"The importance of spoken language should not be underestimated in the acquisition of literacy. Obviously, the need for literacy will not be relevant to societies where there is no written form of their language, therefore the following discussion will be limited to societies with written forms of their language thus leading to expectations of literacy. Whilst spoken and written language are interrelated, there are also differences between them. The first difference is that spoken language predates written language in history (Stubbs, 1980, p.25). Naturally, it is not possible to make an assertion as to the time differential, however it is logical to state that people have always needed to be able to orally communicate."
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