Driver Education for the Information Superhighway. Literacy Leader Fellowship Program Reports. Volume II, Number 2.

Autor/in	Rosen, David J.
Institution	National Inst. for Literacy, Washington, DC.
Titel	Driver Education for the Information Superhighway. Literacy Leader Fellowship Program Reports. Volume II, Number 2.
Quelle	2 (1998) 2, (92 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	grafische Darstellung; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Information; Adult Basic Education; Adult Educators; Adult Literacy; Computer Attitudes; Computer Literacy; Educational Research; English (Second Language); Information Literacy; Internet; Literacy Education; Models; Staff Development; Use Studies; User Friendly Interface; User Satisfaction (Information); Users (Information) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Computerkenntnisse; Bildungsforschung; Pädagogische Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Informationskompetenz; Analogiemodell; Personnel development; Personalentwicklung; Benutzerschulung; Benutzerfreundlichkeit; Benutzerprofil; Nutzer
Abstract	This document provides reports of projects related to Internet use by adult learners and practitioners. Chapter 1 reports findings of an online survey of 113 adult literacy practitioners actively using the Internet, including difficulties encountered in learning to use the Internet; training or supports that helped; Internet features used by priority; and how the Internet was used for adult education activities. Chapter 2 presents similar findings from a companion research project that used focus groups with 40 practitioners that explored the following topics: motivation for nonusers to use the Internet; new and experienced users' motivation; difficulties encountered; training or supports that helped; and Internet resources/features/sites practitioners felt were useful. Chapter 3 is a summary of results of from focus groups with 21 learners examining how adult literacy/basic education/English for speakers of other languages (ESOL) students in Northern and Southern California and Southern Ohio use the Internet. Findings are grouped as follows: where students get access; why students without access want it; why student Internet users go online; difficulties students encounter; training or supports that help; and Internet resources/sites/features students would like to find. Chapter 4 is a staff development model designed to help adult literacy/basic education/ESOL practitioners with little or no experience using the Internet or computers. Chapter 5 lists literacy World Wide Web directories and search tools. Chapter 6 is a collection of 53 Website reviews. Chapter 7 lists professional purposes for using the Internet identified by focus group participants. (YLB)
Anmerkungen	ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01