Catálogo de publicaciones - libros

The study’s aim was to develop effective ICT based teaching strategies through a series of trials using theoretically grounded ICT task designs targeted at specific adult literacy, numeracy and ESOL learning objectives. Both the development of literacy skills through the use of ICT and the acquisition and development of ICT skills were examined. Working with a group of nine practitioners who agreed to participate both as teachers and as action researchers, we developed nine teaching interventions based on schemes of work that embedded ICT literacy within adult Literacy, Language and Numeracy classes as well as introducing new pedagogical techniques. Seven of these projects were taken into an intervention phase were the approaches and strategies employed were evaluated. Involvement of tutors was a key element of this process, both in deciding on the development of the ICT interventions and in the research process through reflection on their developing practice using ICT.  Participants were, interviewed, observed, and the learners were assessed at the start and end of their 8 week course for attainment in reading and listening skills in English, as well as background, attitude and attainment in ICT literacy through bespoke questionnaires and assessment materials matched to the Skills for Life ICT curriculum. Findings support hypotheses that use of ICT boosts adult learners’ confidence in learning as well as rapidly gain ICT skills and double the value of study time by acquiring two sets of skills.

The study’s aim was to develop effective ICT based teaching strategies through a series of trials using theoretically grounded ICT task designs targeted at specific adult literacy, numeracy and ESOL learning objectives. Both the development of literacy skills through the use of ICT and the acquisition and development of ICT skills were examined. Working with a group of nine practitioners who agreed to participate both as teachers and as action researchers, we developed nine teaching interventions based on schemes of work that embedded ICT literacy within adult Literacy, Language and Numeracy classes as well as introducing new pedagogical techniques. Seven of these projects were taken into an intervention phase were the approaches and strategies employed were evaluated. Involvement of tutors was a key element of this process, both in deciding on the development of the ICT interventions and in the research process through reflection on their developing practice using ICT.  Participants were, interviewed, observed, and the learners were assessed at the start and end of their 8 week course for attainment in reading and listening skills in English, as well as background, attitude and attainment in ICT literacy through bespoke questionnaires and assessment materials matched to the Skills for Life ICT curriculum. Findings support hypotheses that use of ICT boosts adult learners’ confidence in learning as well as rapidly gain ICT skills and double the value of study time by acquiring two sets of skills.

The study’s aim was to develop effective ICT based teaching strategies through a series of trials using theoretically grounded ICT task designs targeted at specific adult literacy, numeracy and ESOL learning objectives. Both the development of literacy skills through the use of ICT and the acquisition and development of ICT skills were examined. Working with a group of nine practitioners who agreed to participate both as teachers and as action researchers, we developed nine teaching interventions based on schemes of work that embedded ICT literacy within adult Literacy, Language and Numeracy classes as well as introducing new pedagogical techniques. Seven of these projects were taken into an intervention phase were the approaches and strategies employed were evaluated. Involvement of tutors was a key element of this process, both in deciding on the development of the ICT interventions and in the research process through reflection on their developing practice using ICT.  Participants were, interviewed, observed, and the learners were assessed at the start and end of their 8 week course for attainment in reading and listening skills in English, as well as background, attitude and attainment in ICT literacy through bespoke questionnaires and assessment materials matched to the Skills for Life ICT curriculum. Findings support hypotheses that use of ICT boosts adult learners’ confidence in learning as well as rapidly gain ICT skills and double the value of study time by acquiring two sets of skills.

The study’s aim was to develop effective ICT based teaching strategies through a series of trials using theoretically grounded ICT task designs targeted at specific adult literacy, numeracy and ESOL learning objectives. Both the development of literacy skills through the use of ICT and the acquisition and development of ICT skills were examined. Working with a group of nine practitioners who agreed to participate both as teachers and as action researchers, we developed nine teaching interventions based on schemes of work that embedded ICT literacy within adult Literacy, Language and Numeracy classes as well as introducing new pedagogical techniques. Seven of these projects were taken into an intervention phase were the approaches and strategies employed were evaluated. Involvement of tutors was a key element of this process, both in deciding on the development of the ICT interventions and in the research process through reflection on their developing practice using ICT.  Participants were, interviewed, observed, and the learners were assessed at the start and end of their 8 week course for attainment in reading and listening skills in English, as well as background, attitude and attainment in ICT literacy through bespoke questionnaires and assessment materials matched to the Skills for Life ICT curriculum. Findings support hypotheses that use of ICT boosts adult learners’ confidence in learning as well as rapidly gain ICT skills and double the value of study time by acquiring two sets of skills.