Cape Cod Literacy Council

Kathy Carpenter and Technology in Literacy
by Vanessa R. Carbonell, Literacy Council Intern from Cape Cod Academy

Kathy Carpenter, above, works with the Literacy Software on the computer.

Thanks to the CCLC's technology consultant, Kathy Carpenter, literacy efforts on Cape Cod are moving into the 21st century. Kathy has a Master's Degree in Educational Technology and Curriculum Development, and she is using her expertise to train literacy volunteers to use computer software in their lessons.

Kathy and several volunteer tutors are currently using four diverse software programs with their students. The first, "Postcards", encompasses not only basic literacy but also geography, sociology, and history. Because the program uses such a variety of interesting subject matter, Kathy finds that students are vastly improving their English skills without really even noticing it. The Postcards program includes several phonics lessons, such as sentence completion and spelling, and also offers a wide range of writing assignments - from postcards to essays - that accommodate all levels of learners.

Also included in the CCLC's technology arsenal are two phonic programs: Working Phonics and Supersonic Phonics. Working Phonics is an introductory level software program that targets non-English speakers. The activities are very basic and include multiple-choice and fill-in-the-blank questions. Supersonic Phonics is a similar program intended for more difficult vocabulary, but is still set up in a game format to ensure an enjoyable lesson.

For students hoping to pass an English equivalency exam, Kathy uses "Focus on Grammar", a software program designed by the makers of the Test of English as a Foreign Language (TOEFL). This program uses a very straightforward, test-like approach that includes reading, writing, and all aspects of phonics.

In addition to helping volunteers with their basic computer skills and guiding them through the nuances of each software program, Kathy provides insight into tutor/learner relationships and she stresses the value of technology in bridging the gap between teacher and student. She also helps tutors choose written materials to supplement the technology.

With all of the wonderful resources and dedicated volunteers in the CCLC network, it is not surprising that Kathy has seen countless success stories. She recalls a young Brazilian woman who was being tutored at Nauset High School in September of 1998. Though at first she could hardly speak a word of English, the woman has made admirable progress. Another encouraging success story is that of an elderly man who has never touched a computer. But being determined to overcome a particular problem with reading, the man began working with Kathy and the software and, in her words, "he just took off!"

The one thread that ties together all of these stories is that students are truly enjoying the learning process. Kathy finds that using a medium other than books and papers eases the potential fear students may have and helps volunteers to drum up materials and ideas.

One intriguing theory regarding the use of software is that, despite widespread fear of technology and the tendency to revert to pre-computer age ideals, the computer is actually less threatening to an ESOL student than a book. From the positive responses of the students so far, it certainly appears that the modern, interactive nature of computers is an asset to literacy efforts. With Kathy's help, the CCLC hopes to train many more volunteers in the use of this valuable technology.

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