Abstract
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.
This project was part of a group of Effective Practice Projects supported by ESF and NRDC (the National Research and Development Centre for adult literacy and numeracy).
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
DfEE, A fresh start: improving literacy and numeracy (The report of the working group chaired by Sir Claus Moser) (1999), DfEE: London, [Accessed: March 9, 2006], available from: http://www.lifelonglearning.co.uk/mosergroup/index.htm
DfES, 21st Century Skills: Realising Our Potential (2003) [Accessed: 9 March 2006], available from: http://www.dfes.gov.uk/skillsstrategy/_pdfs/whitePaper_PDFID4.pdf
Qualifications and Curriculum Authority, Standards for adults ICT skills. (2005) [Accessed: July 28, 2005], available from: http://www.qca.org.uk/2791.html
NIACE, ICT Skill for Life - Action Research Project, Report to DfES, (October 2005) [Accessed: March 9, 2006], available from: http://www.niace.org.uk/Research/ICT/ICT-SfL-Action-Research-Project.pdf
Qualifications and Curriculum Authority, Skill for Life ICT Curriculum (draft). QCA (2006) [Accessed: March 6, 2006], available from: http://www.qca.org.uk/downloads/qca-05-1887-ict-skill-for-life-curriculum-draft.pdf
Ivanic, R., Tseng, M.-i.L.: Understanding the relationships between learning and teaching: an analysis of the contribution of applied linguistics (2005), available from: NRDC, Institute of Education, London; ISBN: 1-905188-00-5
Mayes, T., de Freitas, S.: Review of e-learning theories, frameworks and models (2004) [Accessed: 9 March 2006], available from: http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models%20Version%201.PDF
Salomon, G.: Television is ’easy’ and print is ’hard’: The differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Educational Psychology 76, 647–658 (1984)
Conole, G., Dyke, M., Oliver, Seale, J.: Mapping pedagogy and tools for effective learning design. Computers and Education 43, 17–33 (2004)
Papert, S., Harel, I.: Constructionism. Ablex Publishing, Greenwich (1991)
Wenger, E.: Communities of practice: Learning, meaning and identity. Cambridge University Press, Cambridge (1998)
Cook, J., Smith, M.: Beyond formal learning: informal community e-learning. Computers and Education 43(1-2), 35–47 (2004)
Harris, S.R., Shelswell, N.: Beyond Communities of Practice in Adult Basic Education. In: Barton, D., Tusting, K. (eds.) Beyond Communities of Practice: Language, Power and Social Context. Cambridge University Press, Cambridge (2005)
Crook, C.: Computers and the collaborative experience of learning. Routledge, London (1994)
Hoyles, C., Healy, L., et al.: Groups work with computers: An overview of findings. Journal of Computer Assisted Instruction 10, 202–215 (1994)
Hoyles, C., Healy, L., et al.: Interdependence and Autonomy: Aspects of Group Work with Computers. Learning and Instruction 2, 239–257 (1992)
Mercer, N.: Words and Minds. Routledge, London (2000)
Ginsburg, L.: Integrating Technology into Adult Learning, in Technology, basic skills, and adult education: getting ready and moving forward. In: Hopey, C.E. (ed.) ERIC Clearninghouse on Adult, Career and vocational Education. Ohio State University, Ohio (1998)
Letertre, E.: Multimedia pedagogical resource and learner autonomy. (2003) [Accessed: March 9, 2006], available from: http://www-deis.cit.ie/biteCONFERENCE/Papers/BiTE_FR.pdf
Carvin, A.: More than Just Access (2000), available from: http://www.educause.edu/apps/er/erm00/erm006.asp?bhcp
International ICT Literacy Panel, Digital Transformation: A Framework for ICT Literacy, Educational Testing Service (ETS). Princeton, NJ (2002), available from: http://www.ets.org/resesarch/ictliteracy
Wegerif, R.: Literature Review in Thinking Skills, Technology and Learning, NESTA Futurelab, pp. 1–44 (2002)
Mellar, H., et al.: ICT and adult literacy, numeracy and ESOL, NRDC, Institute of Education, London, pp. 1–100 (2004), [Accessed: 9 March 2006], available from: http://www.nrdc.org.uk/uploads/documents/doc_258.pdf
The Design-Based Research Collective, Design-Based research: an emerging paradigm for educational research. Educational Research 32(1), 5–8 (2003)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2006 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Kambouri, M., Mellar, H., Logan, K. (2006). Adult Learners and ICT: An Intervention Study in the UK. In: Nejdl, W., Tochtermann, K. (eds) Innovative Approaches for Learning and Knowledge Sharing. EC-TEL 2006. Lecture Notes in Computer Science, vol 4227. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11876663_18
Download citation
DOI: https://doi.org/10.1007/11876663_18
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-45777-0
Online ISBN: 978-3-540-46234-7
eBook Packages: Computer ScienceComputer Science (R0)