About This Publication
Published by NIACE in partnership with the National Research and Development
Centre for Adult Literacy and Numeracy (NRDC), this is one of a series of guides
to good practice – each in a key area of adult education – arising from five
Effective Practice Studies carried out by NRDC from 2003 to 2007.
The series looks critically at how emerging and published research can inform
the development of teaching and learning strategies for adults. It is designed
to support practitioners working in a variety of settings.
Each guide in the series aims to update teachers on research and to encourage
them to reflect on their practice. They are intended to inspire teachers to try
ideas and approaches which research suggests are effective. Principles of good
practice are illustrated by clear and relevant case studies from current
research. All examples are highly relevant to the classroom. Pointers to further
reading are provided.
This guide shows how digital technologies can be used to enhance teaching and
learning in Skills for Life provision. It provides readers with practical
tips and ideas for using ICT in their teaching. These ideas can be transferred
within different curriculum areas and teaching contexts.
The authors present several teaching approaches that have been proposed and
trialled by tutors using digital technologies with Skills for Life learners in
literacy, numeracy and ESOL. Examples are given by way of seven case studies to
- promote use of different technologies in similar contexts; and
- give sufficient information to allow tutors to start using a particular
approach.
Four principles guide teaching approaches: collaboration, autonomy,
technology variety and construction of artefacts.
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Contents
| Acknowledgements | |
| About this guide | |
| Chapter 1. | Background The ICT Effective Teaching and Learning Study The four guiding principles |
| Chapter 2. | M-learning What is M-learning? Why use M-learning? How can M-learning be used? Case study: Using M-Learning with ESOL learners Useful links |
| Chapter 3. | Mind mapping What is mind mapping? Why use it? How can it be used? Case study: Using electronic mind mapping with literacy groups Useful links |
| Chapter 4. | Using Tablet PCs What is a Tablet PC? Why use a Tablet PC? How can it be used? Case study: Using Tablet PCs with ESOL learners Useful links |
| Chapter 5. | Using online games in family
learning What are online games? Why use online games? How can they be used? Case study: Online games used to develop mental maths skills within family learning Useful links (maths) |
| Chapter 6. | Web Quests What is a Web Quest? Why use a Web Quest? How can it be used? Case study: Web Quests with Entry 1 ESOL learners Useful links |
| Chapter 7. | Using social networking What is social networking? Why use social networking? How can it be used? Case study: Using a social network website with ESOL learners Useful links |
| Chapter 8. | Voting technology What is voting technology? Why use voting technology? How can it be used? Systems available Case study: Voting technologies for assessment |
| References |