eprintid: 10000708
rev_number: 28
eprint_status: archive
userid: 587
source: pure
dir: disk0/00/00/07/08
datestamp: 2009-11-18 16:56:14
lastmod: 2017-12-07 21:03:06
status_changed: 2009-11-18 16:56:14
type: report
metadata_visibility: show
item_issues_count: 0
creators_name: Mellar, Harvey
creators_name: Kambouri, Maria
creators_name: Sanderson, Mariana
creators_name: Pavlou, Victoria
creators_id: h.mellar@ioe.ac.uk
creators_id: m.kambouri@ioe.ac.uk
creators_id: 
creators_id: 
title: ICT and adult literacy, numeracy and ESOL
ispublished: pub
divisions: B14
keywords: Adults , Basic skills , ICT and learning
note: A report of a study for the National Research and Development Centre for adult literacy and numeracy. Detailed observational research in classrooms was carried out to collect, review and analyse existing practice in the use of ICT in basic skills teaching. Both structured observational schedules and and narrative observational techniques were used. This study informed subsequent NRDC studies in the area, as well as studies in elearning pedagogy carried out by the Learning and Skills Development Agency. The work is both original (there is very little research at this level of adult education carried out internationally) and significant since it has been informing and leading government strategies and policies and rigourous- papers have been published and welcomed by the international community (Australian based International journals and the next phase was presented at the First European Conference on Technology Enhanced Learning, 2006; we (IOE, NRDC) are front runners in Europe in this area of Adult Education and there are very few ICT projects internationally, at this research quality and level, who have used mixed research paradigms to show both impact and quality of teaching and learning thus contributing to new pedagogies in the field. Report of a project for the National Research and Development Centre for Adult Literacy and Numeracy A report of a study for the National Research and Development Centre for adult literacy and numeracy. Detailed observational research in classrooms was carried out to collect, review and analyse existing practice in the use of ICT in basic skills teaching. Both structured observational schedules and and narrative observational techniques were used. This study informed subsequent NRDC studies in the area, as well as studies in elearning pedagogy carried out by the Learning and Skills Development Agency. The work is both original (there is very little research at this level of adult education carried out internationally) and significant since it has been informing and leading government strategies and policies and rigourous- papers have been published and welcomed by the international community (Australian based International journals and the next phase was presented at the First European Conference on Technology Enhanced Learning, 2006; we (IOE, NRDC) are front runners in Europe in this area of Adult Education and there are very few ICT projects internationally, at this research quality and level, who have used mixed research paradigms to show both impact and quality of teaching and learning thus contributing to new pedagogies in the field.
date: 2004-06
date_type: published
publisher: National Research and Development Centre for adult literacy and numeracy
oa_status: green
language: eng
primo: open
primo_central: open_green
full_text_status: public
place_of_pub: London
pages: 97
refereed: FALSE
isbn: 0954727401
citation:        Mellar, Harvey;  Kambouri, Maria;  Sanderson, Mariana;  Pavlou, Victoria;         (2004)    ICT and adult literacy, numeracy and ESOL.                    National Research and Development Centre for adult literacy and numeracy: London.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10000708/1/Mellar_Kambouri_et_al_2004.pdf