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ICT in learning and teaching

Cross-case analysis of action research: teaching and learning

The studies of teaching and learning carried out by teachers in ICT Test Bed primary schools draw frequently upon activities based around the interactive whiteboard or visualiser (9 out of 13). Many of these involve illustrations of work in numeracy (measuring objects by drag and drop) (Leonard, 2005), or literacy (highlighting appropriate text) (Bailey, 2005). The studies indicate that technology allows teachers the facility to present new or alternative ways of conceptualising, and thus many of the teachers claim to be reaching some learners for the first time (in EAL numeracy and literacy, letter formation, etc.) and reinforcing understanding in others (Pinner, 2005; Bailey, 2005; Varnom, 2005; Skinner, L., 2005). This was noticeable in both reports about work with children with special needs involving the use of IWBs (Seymour, 2005; Dobinson, 2005). Where comments were made about particular learners rather than whole-class response, they related to individual special needs pupils successfully accessing the curriculum, in ways that previously would have been rare if not impossible (see for example Bailey, 2005).

In the primary action research studies to date (and this may well change as skills develop and confidence builds through the project) the prevailing model of IWB use is for the teacher to prepare materials and then lead and manage whole-group activities, with the emphasis being on learners internalising new representations of concepts (art, numeracy, literacy). There is little explicit reference, in most of these reports of IWB use in primary schools, of stimulating social interaction between pupils (pupil/pupil interaction), or references to problem-solving involved pupils addressing problems on the teacher-managed screens (teacher/pupil interaction), though traditional follow-up exercises were mentioned. Almost all of the IWB studies refer to learners being stimulated and motivated by ICT (its bright colours, and moving images, for example). The IWB is thus portrayed in these studies as improving children's capacity to learn (children learn as a result of additional multi-sensory stimulation and of being presented with new representations of concepts) and also their disposition towards learning.

Other action research studies carried out in the ICT Test Bed primary schools involved pupil use of a laptop/PC for literacy, art and animation. In these the focus was on individuals engaged on personal or group tasks, rather than teacher-led tasks. In one, a classroom assistant writes about helping five learners work through self-assessment literacy and numeracy packages, and describes how she arrives at a fresh understanding of 'assessment for learning' and the importance of positive feedback and self-evaluation (Oliver, 2005). Two other studies into group activities (narrative writing and animation) focus upon creativity and self-evaluation (Ashton, 2005; Jayes, 2005). The use of ICT for creative purposes emerges more strongly in action research carried out in these settings where pupils themselves have control of the ICT. In these activities, teachers noted children's capacity for constructive self-evaluation as they refined their stories or animations.

A comparative study of Year 6 children's report writing skills (Tootill, 2005) concluded that the motivational power of laptops must not distract teachers from other important considerations: such work needs to be closely monitored to ensure that superficial satisfactions - producing ornate work, for example - do not distract children from the purpose of their work and the need to aim for high quality. This study was neatly complemented by Jeyes' (2005) Year 5 study which indicated that pupils collaboratively evaluating word-processed text could concentrate upon the quality of their vocabulary rather than on grammatical mistakes which spell- and grammar-checking corrected. In yet another study, the collaborative progress made by a Year 3 group working on an animation might indicate that a particularly high level of creativity can be stimulated by working with ICT in a group (Ashton, 2005).

Action research by teachers in the Childcare Dept of a further education college suggests that FE teachers tend to use the IWB in different ways from primary school teachers. Two teachers used the IWB for ActiVote activities that were primarily aimed at developing classroom confidence in academically low-achieving 16-19-yearold Childcare students (Hall, 2005; Bone, 2005). Although the lessons' focus was nominally upon testing subject content, the teachers tried to create immediate, whole-class activities with all students participating. The activity using the latest technology was claimed to have improved 16-19-year-olds' self-perception regarding their capacity to contribute in an academic environment. Although it was noted that some students felt embarrassed by the possibility of others viewing their incorrect scores, overall it was claimed that participating in ICT activities improved students' self-esteem and confidence in relation to their abilities in both Childcare and ICT. The outcome of the action research in both cases was that these students should take increasing control of the ActiVote experience by researching subject knowledge and devising their own quizzes, thus using the IWB as a stimulus to the learning process, and building upon the improved motivation that the experience had engendered.

It should be noted that most action research studies across all sectors suggest that learners' educational self-perception has improved through the students' or teachers' use of ICT. These claims relate to learners' confidence both with the technology and sometimes beyond the ICT environment. Some of these claims are evidenced by detailed observations of children's general behaviour (several identifying changes in named individuals including two children with autism and a child with a stammer - Seymour (2005); Dobinson (2005); Hall (2005)), with most studies mentioning the teacher's perception of the overall improved classroom atmosphere. It may be the case that ICT stimulus is more inclusive of children who would have difficulty engaging in a non-ICT lesson, and with a noticeable reduction in disruptions the teacher finds the experience of teaching unusually rewarding. Atypically, the carefully structured secondary study focused upon four low-achievers and noted their provisional response to CADCAM (Webley, 2005). However, this approach and findings are not reflected across the studies.

In an FE session which involved use of the IWB, teacher and students used the board with a laptop to practice emailing (Mattinson, 2005). This study focused on students' responses to teaching methods and concluded that for effective learning about ICT, childcare students prefer collaborative exploration of ICT, rather than the established ICT instruction method in that institution of individuals working through structured worksheets. Since much ICT skills teaching is conducted using structured worksheets this is a finding which other teachers should investigate further.

From primary to FE, these action research studies indicate that evidence of problem-solving, creativity and critical thinking, was most apparent when individuals or groups had direct access to the technology (laptops, CAD, animation or digital video) (see for example Gordon, 2005; Tootill, 2005; Webley, 2005; Ashton, 2005). Where learners did have direct access, their potential to initiate activities was also apparent. Such opportunities also encouraged the demonstration of improved social and collaborative skills, (which may in part result from some lower-achieving students working in a new medium where they are not disadvantaged by literacy constraints). Some notable creative work took place in small groups owing to equipment constraints (animation, for example), and the need for technical support (digital portfolio-building) but whole-group, individual and collaborative creativity and problem solving was also apparent in action research studies of work with Years 5, 6 and 7.

In these studies, teachers occasionally used statistical data to illustrate general trends, but as expected at this early stage in the project, there were only provisional claims made about the relationship between use of ICT and improved attainment in a particular context.

In conclusion