Teaching and learning using ICT

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Teaching and learning using ICT

• Teaching vulnerable learners and those on
  community orders or probation

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Overview

• Example of reflective practice Voting
  Technologies for assessment
• Principles of good practice
• 3. Examples of good practice HMP Wealstun
  Nacro Services
• 4. Current initiatives
• 5. ICT support in the community

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• 1. Example of reflective practice assessment
  using Voting Technologies

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Example of reflective practice assessment using
Voting Technologies

• The project Voting Technologies for assessment
  (Betts Kambouri 2007) illustrates principles
  for using ICT to teach
• Voting technologies or voting systems (VS) are
  portable interactive audience response and
  electronic voting tools used in meetings,
  training, and research applications

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Example of reflective practice assessment using
voting technologies

• The project was based around the teams
  reflective practice
• The model followed was to review current
  practice, identify elements that needed
  improvement and select one
• Then to find an alternative method, pilot it,
  evaluate it and make appropriate changes before
  finally rolling out with other tutors

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Why use Voting Technologies?

• Assessment of learners is usually either
  paper-based, or done through question and answer
• Voting technologies are a way to deliver
  assessments that are
• Non-threatening
• Quick
• Have potential to be fun

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Areas to reflect on

• Questions asked when using the new technology
• Would the use of the technology actually change
  the way we teach?
• Would it provide a more effective means of
  measuring the progress of our learners?
• Would it prove to be an efficient method in terms
  of time to create assessments, analyse results
  and transport the equipment?
• Would it provide a non-threatening means of
  assessing learners?

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Areas to reflect on

• Research findings from the Voting Technologies
  project include
• Use of voting technologies for instant assessment
  made it easier to tailor the lesson to learners
  abilities
• The technology cut down on marking time, as no
  need to hand-mark the work of the learners
• Learners enjoyed using the technology
• Takes time to become familiar with new technology
  or software

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Lessons learned

• Reflecting on your teaching practice is essential
  when implementing a new method of teaching, in
  order to determine if it is effective and of
  benefit to the learner
• Watch your learners whilst delivering the
  assessment - you will learn so much
• Being able to analyse results quickly and export
  them to Excel is of great benefit

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Lessons learned

• Plan sufficient time to use the software, make
  assessments and become confident in using the
  technologies. Set up peer support mechanisms
• The assessments may take a long time to produce
  initially, but they are re-usable. A way to
  reduce time is to create an assessment that
  covers the whole course and simply hide unwanted
  questions in the individual sessions

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Lessons learned

• The issue of transporting and sharing new
  technologies across a team is something that
  needs to be considered carefully
• For example, buying more than one base unit
  allows a set of electronic voting handsets to be
  split between tutors

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Lessons learned

• In the class or lesson
• Have a practice question for learners who are
  using the handsets for the first time before you
  actually start the assessment
• This provides the opportunity to explain exactly
  how the technology and software work

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•  2. Principles of good practice
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Principles of good practice

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• Be clear about why you are using ICTs
• Provide clear lesson aims (both in ICT skills and
  any other skills), introduced at the start of the
  session, and a review of what has been learnt at
  the end
• This helps learners to know what they are
  expected to learn from the use of the technology
  and how they are expected to do this
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Principles of good practice

• Be practical
• Learning through use is important for most
  learners, because it enhances understanding and
  memory
• Learners benefit from a practical approach, eg
  understanding how they can apply what they learn
• The use of technology to construct artifacts such
  as project materials encourages motivation,
  collaboration and purposeful activity

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Principles of good practice

• Be flexible
• Flexibility in classroom management is essential
• Encourage collaboration - through joint tasks for
  example
• Encourage peer learning - small group work, using
  learners work for class discussion

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Principles of good practice

• Autonomy
• Promoting self-directed learning is strongly
  encouraged
• Tutors should move from seeing themselves as
  experts to seeing themselves as facilitators and
  supporters in the process of developing
  autonomous learners

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Principles of good practice

• Variety
• The use of a wide range of up-to-date
  technologies can be motivating for adults
• This might include mobile phones, pads or tablets
  and digital videos or voting technologies
• The choice of ICTs depends on our aims for
  example, Phones and Pads for ubiquitous learning,
  and VT for assessment

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Principles of good practice

• Embedding
• Effective approaches to teaching and learning ICT
  often involve embedding
• Embedding ICT incorporating the teaching and
  learning of ICT into a wider learning programme
• This may be a vocational programme or an adult
  literacy or numeracy programme

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3. Examples of good practice

• HMP Wealstun Interactive whiteboards and voting
  sets
• Nacro Services The Music Project

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HMP Wealstun Interactive whiteboards and voting
sets

• This example is a good illustration of
• Using appropriate software and resources with the
  interactive whiteboard
• Improving understanding of new concepts through
  presentation, demonstration and modeling
• Using interactive software Star Spell, BKSB
  workbooks and diagnostics

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HMP Wealstun Interactive whiteboards and voting
sets

• Using an interactive whiteboard can
• help to improve the planning, pace and flow of
  lessons
• actively engage the learners by encouraging them
  to come up to the whiteboard and contribute
• encourage learners to participate - e.g. adding
  data to a spreadsheet to explore the use of data
  and constructing a graph

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HMP Wealstun Interactive whiteboards and voting
sets

• Learners
• Benefit from focused class activities and fully
  participate in each lesson
• Have their responses tracked instantly and
  individual progress monitored
• Become active participants by using voting pads
  to promote group participation during discussion

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Nacro Services The Music Project

• Aim
• To provide technology-based skills and knowledge
  by using music production and website design to
  engage learners.

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Nacro Services The Music Project

• Learners are introduced to
• Basic audio and software manipulation
• Music techniques
• Musical structure and theory
• Basic ICT skills
• Basic skills and key skills
• Teamwork skills
• Website development

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Nacro Services The Music Project

• Artefacts
• After 12 weeks the learners will have produced a
  CD showcasing their completed work
• As a group they will have presented tracks to be
  featured on a professionally produced 12-inch
  vinyl with an in-house record label

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Nacro Services The Music Project

• The twelve-week course includes a ten-week
  segment on music production
• Sample manipulation
• Production layouts
• Additional effects and devices
• Additional effects and automation
• Strategies for mixing and burning CDs

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Nacro Services The Music Project

• The projects diverse ICT offering and links to
  music hold the interest of young people
• Students showed a great interest in the project
  and extra sessions had to be organised to
  accommodate demand

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Nacro Services The Music Project

• Feedback from learners and assessments of
  learners suggested that they had improved their
  skills in
• ICT
• music structure and audio applications
• working with others
• problem-solving and communication

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• 4. Current initiatives

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Current initiatives

• Offender Learning and Skills Service
• The Offender Learning Journey includes basic ICT
  training as well as learning delivered through
  the medium of technology
• Learndirect centres currently in approximately
  20 prisons

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Current initiatives

• Virtual campuses being developed in prisons in
  two test bed regions
• This allows prisoners closely controlled access
  to specified websites in order to access a range
  of learning and employment related applications
  without compromising security

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Current initiatives

• The Polaris project
• Currently in eight London prisons
• Allows controlled web access without compromising
  security

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Current initiatives

• Prisons ICT Academy
• Programme of ICT training in prisons
• Established in 20 sites across the UK

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• 5. ICT support in the community

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ICT support in the community

• Remote learning examples
• Learndirect
• The Open University
• Alternative provision of Virtual Learning
  Environments (VLEs)

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ICT support in the community

• Skills and employment example
• Meganexus is an application which puts offenders
  at the heart of a social network of employers and
  local third sector organisations
• Offers training and employment opportunities

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ICT support in the community

• Health online advice and services
• ICT provides access to health advice and guidance
• Examples NHS Direct and NHS Choice
• Examples CD ROM-based cognitive behavioural
  therapy such as Beating the Blues and Fearfighter
  for mental health support

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ICT support in the community

• Drugs and alcohol rehabilitation
• Online, email and SMS-based remote cognitive
  behaviour programmes for treatment of addictions
• Example Addictions UK

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ICT support in the community

• Finance, benefit and debt
• Financial advice can help learners manage their
  money and stay out of debt
• Access to financial advice online and support is
  available from the Citizens Advice Bureau,
  including advice specifically for those aged 25
  and under, on debt, benefits and tax credits

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ICT support in the community

• Gaming technologies
• Games on serious developmental subjects are
  available to support learners in the community
• For example Soul control/Beat the Dealer,
  Lifting the Weight
• These games provide helpful advice on how to
  avoid some of the pressures and temptations that
  await learners after their sentence

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Activities and Resources

• If you wish to pursue any of the ideas included
  in this presentation please see the accompanying
  activities and resources

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• Materials in this CPD were devised by Brian
  Creese (numeracy), Jay Derrick (assessment and
  embedding), Jane Hurry (motivation and exit
  strategies), Maria Kambouri (ICT), Irene Schwab
  (literacy) and John Vorhaus (continuing
  professional development and learner contexts) at
  the Institute of Education.
• Helpful suggestions and comments were made by
  Joe Shamash and Olivia Varley-Winter at City
  Guilds Centre for Skills Development.
• If you would like to contact us please email
• Jane Hurry at j.hurry_at_ioe.ac.uk

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The CPD Framework

• An outline of the sessions

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