April 1998 — Features

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Infusing Technology and Literacy into the Undergraduate

RHONDA TAYLOR RICHARDS

Table 2. Schedule for Technology and Literacy Project

Week One

a) attend two overview sessions
b) form groups
c) assign group roles
d) read Savage Inequalities

Week Two

a) meet with groups for four sessions
b) draft ideas and information for electronic group portfolio
c) work with technology coordinator to prepare information

Week Three

a) technology coordinator places information into portfolio
b) groups view and critique portfolios in computer lab
c) larger groups view selected portfolios from other chapters
d) groups of five convene for post-activity processing

Collaborative Grouping

Grouping the students was necessary due to the limited technological resources. To make the best use of time, each student was asked to read Savage Inequalities in its entirety, but for the grouping activities students would be responsible for the in-depth exploration of only one of the chapters. The decision to group the students was more than just a response to limited resources. It was felt that the cooperative and collaborative grouping would be beneficial for several reasons, including the fostering of positive interdependence and the development of group and individual learning. For example, to promote positive interdependence, clear tasks were assigned that linked group members with one another.

In addition, technology was infused with other activities to avoid isolating it as a separate entity. Distinct roles were then designed to combine the literacy and technology-related experiences in a manner that promoted discussion, reflection, strategic instruction and technology. Individual roles within the groups were selected by the students themselves, thus allowing them to contribute in areas they felt most confident and comfortable.

With the large number of students involved in the activities, it would be necessary to work with 20 groups comprised of five students in each group in order to utilize the 20-station Macintosh computer lab. Each student in the group would have a specific role defining his/her contribution to the electronic portfolio. Each role is summarized in Table 3.

Table 3. Roles and Responsibilities for Group Members .

Role

Group Responsibility

Technology Role

Discussion leader

The discussion leader maintains the pace and directs the others in their assigned roles. All group members are expected to participate in the discussions regardless of the role assignment.

Oversees the input of the responses from dilemma discussion into the portfolio.

Strategy leader

The strategy leader oversees the use of a literacy-related strategy that is being used for the assigned chapter. All members of the group will be using the literacy strategy to reflect on the reading.

Develops a strategy to be added to the portfolio with the tech coordinator.

Recorder

The recorder documents the "history" of the groupas they work together, noting particular comments, interactions and contributions on a prepared observational grid.

Puts the observation data into the survey form in the electronic portfolio.

Technology

The technology coordinator is the person responsible for Coordinator coordinating all data and digital photos into the electronic work sampling folder that documents the groups' responses and work relevant to their assigned chapter. The technology coordinators meet with the instructor prior to the submission of information into the sampling folder.

Coordinates the data entered into the portfolio and offers technical support and advice to other group members

Evaluator

The evaluator is responsible for assessing the work submitted into the electronic work sampling folder using predetermined criteria.

Serves on the assessment team that reviews the portfolio.