Effective Teaching and Learning: Using ICT

TL;DR: In this paper, the authors investigated the effect of ICT learning on the content of what is being learned in English for Speakers of Other Languages (ESOL) subject areas and found that learners improve their literacy/ESOL skills and ICT skills.

Abstract: The purpose of this report is to construct and evaluate information and communication (ICT) based teaching strategies for literacy, numeracy and English for Speakers of Other Languages (ESOL) subject areas. The research focuses on nine teachers supported by developmental officers who assist in expanding ICT practice. This study is augmented by monthly meetings, weekly online diaries and intervention plans. In total, 150 students take part in the evaluation phase of the study, and 80 complete both pre- and post-tests. Each classroom is observed four times, and some learners are selected to assess their confidence in carrying out assigned tasks. Main findings are associated with learning-teaching experiences, appropriate teaching strategies and the effect of ICT learning on the content of what is being learned. It is demonstrated that: learners improve their literacy/ESOL skills and ICT skills; ICT provides motivation for students, enabling more flexibility and mobility outside the classroom; changes in ESOL/literacy and ICT happen independently rather than as a result of each other; older learners have greatest difficulty with ESOL but score positively for improvements in ICT practice; and initial confidence with ICT correlates with learner perseverance. Other skills in information technology (e.g. word processing and PowerPoint) improve alongside gains in ICT skills. Working in groups is less effective than working alone particularly when equipment has to be shared. Most effective teaching strategies are extending activities, self-directed learning and discussing, listening and modelling what to do. It is recommended that teachers encourage collaborative experiences as well as providing opportunities for autonomous learning within and outside the classroom. A variety of technologies contributes to a more flexible learning framework and underwrites the double value in teaching ICT alongside basic skills. Further research is required into how collaborative techniques can work in an adult learning environment.