Oral Histories
J: Okay so my name is Jillian Patti and today is March 26, 2013
J: State your name please
K: Karl
J: Okay so today I am going to be asking you questions about Septermeber 11, 2001
J: Do you rememeber how old you were when 9/11 happened?
K: No
J: Okay... do you remember what grade you were in?
K: Yes, I was in the fifth grade in Mrs. Babs class and she stopped class because another teacher came in and left the classroom for five muinutes and came back into class with a blank, pale face.
J: Wow.. and when did you find out exactly what happened?
K: Actually my teacher tried to continue teaching then was like you know what you guys are old enough.. and explained what happeend then turned the radio on and we listened to that for the rest of the day.
J: Do you remember if the rest of the day was a normal? Did you have a half day...
K: I cant rememebr I think it was a normal schedule
J: Okay.. when you went home do you remember if your parents explained in detail what had happened?
K: My sister and I were always home before my parents so we talked about it and knew what happened. When my parents got home we all watched the tv and discussed it.
J: Were any of your friends or anyone that you knew personally directly effected?
K: No but there was a guy in my school who his mom worked near the towers and my classmates and I were all scared for him.
J: Okay last question.. what was the aftermath?
K: Aftermath? I dont really remember anything happening afterwards.
J: Okay well thank you very much Karl
Thursday, March 28, 2013
Wednesday, March 20, 2013
14
Computers have not been around forever and are more of a newer technological advance. Many adults from the older generations may not be familiar with computers because they were not invented until their midlife. Returning adult learners may feel major apprehension towards learning about computers because it is out of their comfort zone. However, if adults find a great teacher, learning how to use computers can be very effective for them. To provide a useful example of how and why returning adult learners may feel uncomfortable using computers I have analyzed a transcript of an interview between a returning adult learner and an interviewer. By using different characteristics (ie. length and uncertainty of answers, mental verbs, verb tenses, and deintensifiers) I can determine that returning adult learners feel uncomfortable learning a new technology. The interview between "Ch" and "M" demonstrates just that. In the first excerpt "M" seems to feel uncomfortable discussing his use of computers when "Ch" is asking him questions regarding them. "M" is an adult and has never used a computer before. In the second excerpt "M" seems to feel a bit more comfortable talking about computers with "Ch" because he has taken a class teaching him how to use the device. From the first excerpt to the second excerpt there are different language patterns that allow me to read how "M" is feeling towards "Ch" and the topic at hand, computers. I will use textual analysis in the this transcript to demonstrate why returning adult learners may feel apprehension towards learning how to use a computer and how an effective teacher can ease that weariness.
In both excerpts "Ch" is posing all of the questions and "M" is answering them. Right off the bat in excerpt one "M" shows apprehension towards the conversation about computers. "Ch" asks "So
in 2002, you were word processing, typing papers. But in that math class you didn't want to use that math
program?" "M"s immediate response is "No." "M"s short and quick answer of a "No" demonstrates that major apprehension towards the topic of technology. Then, "M" proceeds to respond to "Ch" with mental verbs whenever asked a question regarding technology. These mental verbs, such as "I thought," "I understood," "I noticed," "I guess," are indicative that the speakers experience is still in consciousness and that they are still undergoing mental processes. The two mental verbs that "M" uses the most are "I guess" and "I think." For example, in excerpt one, "Ch" asks what his feelings towards technology are. "M" responds, "I guess thought that I couldn't do it, I didn't trust
myself, I didn't trust the computer, I was afraid." This uncertainty continues. Then, "Ch" asks what about himself that he could not trust. "M" responds, "I guess I didn't think that I needed to use a computer in
that way." Also, "Ch" asks what about the computers that "M" did not trust. "M" responds, "I guess that putting all of my
information in there, and trusting the computer to, you know, analyze it, the
way that I could have done it myself." "M" feels that the work he can perform is equivalent to the work a computer can do. Once again when "Ch" asks "M" about why he could not relate computers to education, "M" responds with, "I guess I thought I could go
through without - without having to do this." There, "M" uses two forms of mental verbs, proving major uneasiness towards education on computers. Lastly, in excerpt one, when "Ch" asks about why it seemed like something extra, "M" responds, "Yeah, and even though I guess I wasn't you know
comprehending that this was supposed to make my life easier, it made it more
difficult." These mental verbs that "M" continues to use, "I guess" and "I thought," are indicative to which "M" is still processing his thoughts while answering the questions. "M" feels that learning about computes will be more difficult than continuing to do work by hand.
In excerpt one there are also de-intensifiers that "M" uses that provide evidence that he is not comfortable using technology. These de-intensifiers always appear in conjunction with expressions of helplessness and inability. "Ch" asks "M" why he did not want to learn how to use the programs on the computer. "M" responds, "Maybe I didn't relate the computer to education in the right way, that I didn't think it was necessary." "M" seemed to use the word "maybe," which made him seem helpless to the fact that he did not want to learn. Also in excerpt one, "M" indicates that he is not comfortable discussing technology when he keeps jumping around from present tense to past tense. Jumping around from different tenses indicates a split between the speaking self and experiencing self due to the difficulty of reencountering a difficult experience. For example, "M" says, "That I could do it, I guess I didn't think that I needed to use a computer in that way." "M" says that he could do it then in the same sentence says that he does not think that he needed computers. A second example of "M"s insecurity towards questions about technology is when he says, "Yeah, and even though I guess I wasn't you know comprehending that this was supposed to make my life easier, it made it more difficult." The fact that "M" continues to not keep one tense shows that he is apprehensive towards the subject at hand. "M"s uneasiness with computers is mostly demonstrated in excerpt one when he repeats "I guess" multiple times. "I guess," shows that "M" does not have a straight forward answer to "Ch"s questions.
In excerpt two "M" seems to feel more comfortable discussing technology and computers with "Ch." This is because of the computer class that was effective for him. Right off the bat, "M"s response to how he felt about taking a computer class is much longer than any of his responses in excerpt one. In excerpt two, "M" continues to use many mental verbs, such as, I think and I guess. "Ch" asks "M" what he thinks it was that got him over his fear of technology. "M" responds, "Ahm, I guess what could happen, you know? You know, what could happen, you put your work in you press a button, and you just - what's going to happen?" "M" finally became comfortable with the thought of putting his work on a computer. Also, "Ch" asks if they helped him get help on the internet. "M" replies, "I think so." This proves that "M" is still processing the question while beginning to answer it. "M" seems to be unsure of whether he remembers how to use the internet. A major example of "M" changing tenses continuously is when he responds to the question, "How did things change when you bought a computer?" Throughout "M"s answer he continues to change from the present tense to the past tense and visa versa. As well as constantly changing tenses, "M" used the mental verb "I guess" in his response. These two factors together give excellent evidence that "M" is not fully comfortable discussing computers and technology, but is definitely more relaxed than the first excerpt.
Lastly, in excerpt two, "M" uses many intensifiers that provide evidence that he is unsure of certain things or is very sure of certain things. "It was different, and ah, it was a fun experience because the teacher was very good, very willing to work with us." "M" stating that the teacher was "very" good and was "very" willing to work shows that he enjoyed the class. This teacher and her methods eased "M"s tension when it comes to the topic of computers. "Ah, well like where us word. I would type in Notepad, you know, and then maybe somebody showed me" "M" using the word "maybe" shows that he is not positive of what he learned when he used word. Excerpt two proves that "M" still feels awkward discussing the topic of computers, but his teacher definitely eased his mind of the worries.
From excerpt one to excerpt two, "M" demonstrates a consistent hesitancy when it comes to the topic of computers. Even though "M" seems a bit more comfortable in excerpt two than he did in excerpt one, the uneasiness is still evident. "M"s repetition of the lines "I guess" and "I think" regarding every question about computers and technology proves that he is afraid of it. However, excerpt two proves that the computer teacher helped "M" have a better understanding as to why computers are used. After carefully analyzing the transcript of the interview I can conclude that returning adult learners may feel apprehension towards computers but with the help of a teacher, that weariness can be eased.
In excerpt one there are also de-intensifiers that "M" uses that provide evidence that he is not comfortable using technology. These de-intensifiers always appear in conjunction with expressions of helplessness and inability. "Ch" asks "M" why he did not want to learn how to use the programs on the computer. "M" responds, "Maybe I didn't relate the computer to education in the right way, that I didn't think it was necessary." "M" seemed to use the word "maybe," which made him seem helpless to the fact that he did not want to learn. Also in excerpt one, "M" indicates that he is not comfortable discussing technology when he keeps jumping around from present tense to past tense. Jumping around from different tenses indicates a split between the speaking self and experiencing self due to the difficulty of reencountering a difficult experience. For example, "M" says, "That I could do it, I guess I didn't think that I needed to use a computer in that way." "M" says that he could do it then in the same sentence says that he does not think that he needed computers. A second example of "M"s insecurity towards questions about technology is when he says, "Yeah, and even though I guess I wasn't you know comprehending that this was supposed to make my life easier, it made it more difficult." The fact that "M" continues to not keep one tense shows that he is apprehensive towards the subject at hand. "M"s uneasiness with computers is mostly demonstrated in excerpt one when he repeats "I guess" multiple times. "I guess," shows that "M" does not have a straight forward answer to "Ch"s questions.
In excerpt two "M" seems to feel more comfortable discussing technology and computers with "Ch." This is because of the computer class that was effective for him. Right off the bat, "M"s response to how he felt about taking a computer class is much longer than any of his responses in excerpt one. In excerpt two, "M" continues to use many mental verbs, such as, I think and I guess. "Ch" asks "M" what he thinks it was that got him over his fear of technology. "M" responds, "Ahm, I guess what could happen, you know? You know, what could happen, you put your work in you press a button, and you just - what's going to happen?" "M" finally became comfortable with the thought of putting his work on a computer. Also, "Ch" asks if they helped him get help on the internet. "M" replies, "I think so." This proves that "M" is still processing the question while beginning to answer it. "M" seems to be unsure of whether he remembers how to use the internet. A major example of "M" changing tenses continuously is when he responds to the question, "How did things change when you bought a computer?" Throughout "M"s answer he continues to change from the present tense to the past tense and visa versa. As well as constantly changing tenses, "M" used the mental verb "I guess" in his response. These two factors together give excellent evidence that "M" is not fully comfortable discussing computers and technology, but is definitely more relaxed than the first excerpt.
Lastly, in excerpt two, "M" uses many intensifiers that provide evidence that he is unsure of certain things or is very sure of certain things. "It was different, and ah, it was a fun experience because the teacher was very good, very willing to work with us." "M" stating that the teacher was "very" good and was "very" willing to work shows that he enjoyed the class. This teacher and her methods eased "M"s tension when it comes to the topic of computers. "Ah, well like where us word. I would type in Notepad, you know, and then maybe somebody showed me" "M" using the word "maybe" shows that he is not positive of what he learned when he used word. Excerpt two proves that "M" still feels awkward discussing the topic of computers, but his teacher definitely eased his mind of the worries.
From excerpt one to excerpt two, "M" demonstrates a consistent hesitancy when it comes to the topic of computers. Even though "M" seems a bit more comfortable in excerpt two than he did in excerpt one, the uneasiness is still evident. "M"s repetition of the lines "I guess" and "I think" regarding every question about computers and technology proves that he is afraid of it. However, excerpt two proves that the computer teacher helped "M" have a better understanding as to why computers are used. After carefully analyzing the transcript of the interview I can conclude that returning adult learners may feel apprehension towards computers but with the help of a teacher, that weariness can be eased.
Tuesday, March 19, 2013
13
Data Set 5:
Adult Learner and Technology
Question #1:
What does the tone of the first interview and second interview mean about how "M" feels about computers?
Analysis:
-I feel that "M" has a different perspective on computers in the first excerpt versus the second excerpt. I used Gee's social language tool to come to this conclusion.
Patterns:
-In the beginning of the first excerpt when "Ch" would ask any questions regarding computers,
"M" answers were very brief and one worded.
-"M" was afraid.
-"M" used the words "didn't" and "couldn't" a lot when it came to computer talk.
-"M" felt that he could do what the computer could do.
-"M" answered many questions with a "mmhmm," not giving direct answers showing that it is not a comfortable subject.
-In the beginning of the second excerpt you can automatically tell that "M" felt more comfortable discussing computers because his first response is lengthy.
-"M" thought it was better to not know how to use the programs, versus using them incorrectly like his classmates.
-"M" admits that taking this computer class helped him get over his fear.
-"M" used a lot of "i guess so" and "maybe" and "might"
-At the end of the second excerpt, "M" admitted to giving computers a chance and actually learning how to properly use them.
Big C: What do these excerpts say about people and their apprehension towards technology?
Adult Learner and Technology
Question #1:
What does the tone of the first interview and second interview mean about how "M" feels about computers?
Analysis:
-I feel that "M" has a different perspective on computers in the first excerpt versus the second excerpt. I used Gee's social language tool to come to this conclusion.
Patterns:
-In the beginning of the first excerpt when "Ch" would ask any questions regarding computers,
"M" answers were very brief and one worded.
-"M" was afraid.
-"M" used the words "didn't" and "couldn't" a lot when it came to computer talk.
-"M" felt that he could do what the computer could do.
-"M" answered many questions with a "mmhmm," not giving direct answers showing that it is not a comfortable subject.
-In the beginning of the second excerpt you can automatically tell that "M" felt more comfortable discussing computers because his first response is lengthy.
-"M" thought it was better to not know how to use the programs, versus using them incorrectly like his classmates.
-"M" admits that taking this computer class helped him get over his fear.
-"M" used a lot of "i guess so" and "maybe" and "might"
-At the end of the second excerpt, "M" admitted to giving computers a chance and actually learning how to properly use them.
Big C: What do these excerpts say about people and their apprehension towards technology?
Thursday, March 7, 2013
12
For my short analysis project I want to analyze the Data set 5: transcripts from interviews. I chose this data set because I feel that it shows the most language clearly. Some questions I might ask when I begin this short analysis project are:
1.) What does the interviewee's language tell you about their persona?
2.) What does the questions asked by the interviewer tell about their persona?
3.) Does language play a major role when receiving answers from a person you interview?
1.) What does the interviewee's language tell you about their persona?
2.) What does the questions asked by the interviewer tell about their persona?
3.) Does language play a major role when receiving answers from a person you interview?
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