ICT and workforce development
Cross-case analysis of action research
Workforce remodeling
Two support staff have carried out action research studies and written reports. In one study, a classroom assistant evaluated her role in supporting learners with literacy and numeracy software packages (Oliver, 2005). This improved her understanding of the potential of the packages, her understanding of the assessment process, and her communication with teachers and the head. This is likely to influence the degree of responsibility that she can exercise in future and has implications for workforce remodeling, in that her development of ICT skills helped her provide better support for the learners without raising concerns about teacher substitution. Her engagement with the research process seemed to improve self-perception and confidence about contributing to the staff-meetings as well as the wider ICT debate.
In another study, a web designer provided significant support - and much encouragement - to FE staff to build digital portfolios (Hutchinson, 2005). Her experience led her to conclude that considerable investment of time with staff initially ensures that future demands will be much reduced, as staff confident in the use of ICT do not require the same degree of attendance for security purposes.
In conclusion
- These two action research studies by para-professionals illustrate how ICT has allowed them to develop new roles, providing new kinds of support for teachers and learners.
- In one case, exploration of literacy and numeracy software packages improved a classroom assistant's understanding of assessment and enabled her to talk to teachers and the head with greater confidence and enhanced professionalism.
- In the other case, a web designer found that in-depth support for FE teachers in developing digital portfolios greatly decreased their need for support in the longer term.