Learning Resources and Inclusion
Having now looked at some of the basic problems learners may have with ICT use in the classroom (previous blog has a link to barriers of using ICT equipment) I have also looked at the benefits of using ICT for learners with specific disabilities and needs as part of my analysis of learning resources that promote inclusion. Some of the aids I came across included; speech to text voice recognition software which helps people who find typing or using a mouse difficult or have difficulties relating to dyslexia, voice output communication aids which assist people to participate in communication and adapted specialised keyboards which allow access to computers to those with physical impairments. There are of course many more resources and developments being made as a result of developments in ICT in general which will enable wider participation and inclusion throughout education.
The Disability Discrimination Act 1995 states that inclusive teaching is a requirement that should be provided through reasonable adjustments. According to the Higher Education Academy (2009 online) true inclusion means providing every learner, including disabled learners an entitlement to learning through careful planning of curriculum, teaching and resources that accommodates everyone from the start. More often than not, and with the honest intentions of the tutor, inclusion is addressed through additions to existing teaching materials and practices to overcome the barriers that are present in already written curriculum and schemes of work. However, it would not be reasonable for a school or college to provide every learner with the opportunity to use the previously mentioned specialist learning resources when only a small percentage of its learners genuinely required these learning aids. To me the tutor’s role is to provide an engaging and enjoyable learning environment that takes in to account learners learning styles, abilities, preferences and incorporates activities that promote inclusion. Making changes to teaching and learning resources could be beneficial to all learners regardless of ability and is usually addressed as part of a tutor’s reflective practice.
The function of the teacher of adults is wider than just that of a demonstrator, lecturer or presenter of information. Rather, the teacher constructs a sequence of learning activities for the student participants to engage in.
(Rogers 2002, P225)
I have found that even the simplest of ideas can motivate a class. Recently I was working with a group of hairdressing learners in the role of additional learning support and the tutor was using the game Connect Four on a whiteboard. The group had been split into two groups and the tutor was conducting a ‘Q&A’ session with a spokes person from each group giving the team answer. When they got the answer right they chose a position in the game, when they got it wrong the opposing team got to choose the position. The competitiveness of the session engaged the groups who were looking through resources and checking with each other before committing to an answer. I adopted this resource myself for an end of term consolidation session and found that the group were equally as engaged and have requested the same format for each term end. I learnt from this idea that making resources that are ICT based and engaging doesn’t have to mean hours of preparation to be successful.
United Kingdom (2005) Disability Discrimination Act 2005.London: HMSO.
The Higher Education Academy 2009 [online]. available:www.psychology.heacademy.ac.uk/networks/sig/it.asp [January 27th 2009]
Rogers, A. (2002) Teaching Adults 3rd Ed. Maidenhead: Open University Press
Thursday, 29 January 2009
Wednesday, 28 January 2009
Session Evaluation
I have added this blog as a session evaluation but found it really difficult to limit myself to 400 words whilst making it a real evaluative piece. Never the less here it is:
Session Evaluation
I was observed by the college maths department whilst completing the numeracy specialist qualification last year. The group I had were on a media design course completing the Skills for Life qualification Application of Number Level 2. I had previously diagnosed a weakness in the group with perimeter, area and volume and interpreting the exam questions on this topic. The aim of the session was to embed and revise calculation formulae and understand the wording of typical exam style questions.
The resources I chose were existing workbooks that had explanations and exercises for the learners to work through. I decided to ‘talk and chalk’ through the explanations as a taught session with additional practice questions followed by the learners working at their own pace completing the workbook exercises. This would allow more able learners to move on and work through explanations themselves if they felt confident. Although the explanations in the workbooks were concise and clear experience of delivering numeracy has taught me that worked examples are a good way of showing the stages required in a calculation. One of my strengths as a numeracy tutor is that I have good subject knowledge and am aware of the pitfalls and misconceptions learners make in numeracy. I have learnt to use error analysis to detect where learners have made mistakes previously in maths that have stayed with them to adulthood. Error analysis enables learners to recognise where errors have been made whilst realising that getting things wrong is part of learning. By talking through the examples on the whiteboard the group were able to discuss their experiences and mistakes and through questioning I was able to draw out from them how to resolve errors and arrive at the correct solution. The observer made comment to the fact that learners were engaged and contributing to the spontaneous discussions.
Although the classroom being used was a computer room I had not planned in the use of ICT for this session as I wanted to keep the group focused on the topic. I often direct learners to websites that have interactive tutorials, quizzes or games during numeracy sessions and it would have been an idea to include this for this session for the learners who were able to complete exercises quickly as an extension activity. This would have allowed me more time to work with the less able learners on the mechanics of the calculations before also letting them use the interactive resource to consolidate their learning and enhance differentiation.
Session Evaluation
I was observed by the college maths department whilst completing the numeracy specialist qualification last year. The group I had were on a media design course completing the Skills for Life qualification Application of Number Level 2. I had previously diagnosed a weakness in the group with perimeter, area and volume and interpreting the exam questions on this topic. The aim of the session was to embed and revise calculation formulae and understand the wording of typical exam style questions.
The resources I chose were existing workbooks that had explanations and exercises for the learners to work through. I decided to ‘talk and chalk’ through the explanations as a taught session with additional practice questions followed by the learners working at their own pace completing the workbook exercises. This would allow more able learners to move on and work through explanations themselves if they felt confident. Although the explanations in the workbooks were concise and clear experience of delivering numeracy has taught me that worked examples are a good way of showing the stages required in a calculation. One of my strengths as a numeracy tutor is that I have good subject knowledge and am aware of the pitfalls and misconceptions learners make in numeracy. I have learnt to use error analysis to detect where learners have made mistakes previously in maths that have stayed with them to adulthood. Error analysis enables learners to recognise where errors have been made whilst realising that getting things wrong is part of learning. By talking through the examples on the whiteboard the group were able to discuss their experiences and mistakes and through questioning I was able to draw out from them how to resolve errors and arrive at the correct solution. The observer made comment to the fact that learners were engaged and contributing to the spontaneous discussions.
Although the classroom being used was a computer room I had not planned in the use of ICT for this session as I wanted to keep the group focused on the topic. I often direct learners to websites that have interactive tutorials, quizzes or games during numeracy sessions and it would have been an idea to include this for this session for the learners who were able to complete exercises quickly as an extension activity. This would have allowed me more time to work with the less able learners on the mechanics of the calculations before also letting them use the interactive resource to consolidate their learning and enhance differentiation.
Wednesday, 14 January 2009
ICT and Inclusion
While I was researching inclusion and the use of ICT I came across the table below which outlines some of the difficulties that a learner could have when ICT is used in the classroom. It was created by Becta (2002 online) but I think it still has relevance today. It occurred to me that by using ICT to increase inclusion in the classroom you could actually be presenting barriers to some learners who have conditions that make the use of ICT, in particular keyboard, screen and input of data a difficulty. This table outlines possible solutions and although the problems and solutions may seem obvious it wasn’t until I saw it here in black and white how something as simple as reading a screen could put a learner at such a disadvantage to their peers.
Sorry the table would not copy correctly so please see it at: http://schools.becta.org.uk/downloads/timesaver/timesaver2/incictprov3_checklist.doc
It is widely recognised that the use of ICT has a positive impact on learner motivation, attainment and learning. A review of studies carried out by The Department of Education and Skills (DfES 2003 online), presented information that showed teachers and learners felt learner attitude and involvement in learning activities was greatly improved when ICT was used as a resource within a lesson. They also stated that younger learners found lessons more fun and enjoyable. In my own teaching I have definitely found that learners have increased commitment to a task that involves the use of websites, interactive learning software or use of word processing packages.
Adult learners are equally ‘turned-on’ by the use of ICT. Microsoft conducted research through MORI in 2004 which showed that the majority of the adults questioned believed that the lack of motivation held them back at school but that using technology would motivate and engage them into learning something new. I find this interesting as some of the adults I have taught have had a definite fear of ICT and technology. Some were convinced that they ‘were not clever enough’ to use a computer. I have also had a fear of using interactive whiteboard technology and Moodle!
Technology can address an individuals learning styles and help tutors and teachers keep learners on track. Some ideas I have come across are use of movie making software for visual learners, adding sound or speech to teaching materials or use of Pod casts for auditory learners and interactive websites and resources for kinaesthetic learners.
ICT Advice 2002 [online]. Available: http://www.becta.org.uk/ [11th January 2009]
DfES Publications [online]. Available: www.dcsf.gov.uk/research/data/uploadfiles/ThebigpICTure.pdf. [11th January 2009]
Microsoft and NAHT Launch Guide to Help Teachers Use ICT to Personalise Learning [online]. Available: http://www.microsoft.com/uk/press/content/presscentre/releases/2004/06/pr03279.mspx. [12th January 2009]
While I was researching inclusion and the use of ICT I came across the table below which outlines some of the difficulties that a learner could have when ICT is used in the classroom. It was created by Becta (2002 online) but I think it still has relevance today. It occurred to me that by using ICT to increase inclusion in the classroom you could actually be presenting barriers to some learners who have conditions that make the use of ICT, in particular keyboard, screen and input of data a difficulty. This table outlines possible solutions and although the problems and solutions may seem obvious it wasn’t until I saw it here in black and white how something as simple as reading a screen could put a learner at such a disadvantage to their peers.
Sorry the table would not copy correctly so please see it at: http://schools.becta.org.uk/downloads/timesaver/timesaver2/incictprov3_checklist.doc
It is widely recognised that the use of ICT has a positive impact on learner motivation, attainment and learning. A review of studies carried out by The Department of Education and Skills (DfES 2003 online), presented information that showed teachers and learners felt learner attitude and involvement in learning activities was greatly improved when ICT was used as a resource within a lesson. They also stated that younger learners found lessons more fun and enjoyable. In my own teaching I have definitely found that learners have increased commitment to a task that involves the use of websites, interactive learning software or use of word processing packages.
Adult learners are equally ‘turned-on’ by the use of ICT. Microsoft conducted research through MORI in 2004 which showed that the majority of the adults questioned believed that the lack of motivation held them back at school but that using technology would motivate and engage them into learning something new. I find this interesting as some of the adults I have taught have had a definite fear of ICT and technology. Some were convinced that they ‘were not clever enough’ to use a computer. I have also had a fear of using interactive whiteboard technology and Moodle!
Technology can address an individuals learning styles and help tutors and teachers keep learners on track. Some ideas I have come across are use of movie making software for visual learners, adding sound or speech to teaching materials or use of Pod casts for auditory learners and interactive websites and resources for kinaesthetic learners.
ICT Advice 2002 [online]. Available: http://www.becta.org.uk/ [11th January 2009]
DfES Publications [online]. Available: www.dcsf.gov.uk/research/data/uploadfiles/ThebigpICTure.pdf. [11th January 2009]
Microsoft and NAHT Launch Guide to Help Teachers Use ICT to Personalise Learning [online]. Available: http://www.microsoft.com/uk/press/content/presscentre/releases/2004/06/pr03279.mspx. [12th January 2009]
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