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.
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| Type: | Report |
|---|---|
| Title: | ICT and adult literacy, numeracy and ESOL |
| ISBN: | 0954727401 |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | 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. |
| Keywords: | Adults , Basic skills , ICT and learning |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10000708 |
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