Kambouri, Maria

Mellar, Harvey

English

UCL Discovery

Synopsis This project set out to obtain a picture of presentteaching practice in the use of ICT in adult literacy,numeracy and ESOL within formal provision.Working closely with tutor-researchers, we drew upprocedures for carrying out classroom observationsand then carried out detailed observations ofclassrooms using ICT in adult literacy, numeracy orESOL. Close working with the tutor-researcherswas invaluable in gaining insights into presentpractice. The findings of this study will inform anintervention study which will develop and testeffective strategies for the use of ICT in the areas ofadult literacy and numeracy.  The main findings arelisted below.Key pointsUsing ICT The predominant pattern of activitywas for learners to use a desktop computer ontheir own with the tutor either talking to the wholeclass, or involved in discussion with groups orindividuals. About half of the observed work waswith office software, and half with direct teachingmaterials. The majority of ICT use was directedtowards practice but some use related to thecreation of new materials or accessing information(this latter activity tended to be associated withstudents working in small groups).Integrating ICT There was a spectrum ofintegration of ICT with teaching basic skills. At oneextreme, ICT was seen as just another teaching tooland the technological demands were kept as simpleas possible. At the other extreme, ICT skills wereseen as important elements of new literacies.Teaching styles Most teaching consisted ofgroup presentation followed by an activitysupported by individual tutoring, though somesessions consisted exclusively of individual tutoring.The tutors spent about half their time talking to theclass as a whole, and about half talking with smallgroups and individuals. The amount of time devotedby tutors to quiet observation of learners was quitesmall. On some occasions, however, tutors sat backand avoided intervening as part of a consciousprocess of encouraging student independence andautonomy.Teaching with ICT Teachers adapted the use ofICT to their own style of teaching. Different patternsof ICT use were found in numeracy, literacy andESOL. Tutors’ level of ICT skills had an impact ontheir ability to make effective use of the technology.It was also true that specific characteristics ofcertain technologies affected the way in whichthese were used in the classroom.Teaching ICT skills Talking about a procedure,demonstrating it and then asking the students totry it on their own was the most frequent mode ofteaching ICT skills. A minority of tutors encouragedlearners to experiment and discover for themselveshow the software worked.Learning styles The visual elements of ICTpresentation were useful to many learners but wesaw few attempts to accommodate students’learning styles in other ways. Individual and wholegroup work were the dominant styles but smallgroup work was encouraged in some literacy andESOL classes.This report is funded by the Department for Education and Skills as part of Skills for Life: thenational strategy for improving adult literacy and numeracy skills. The views expressed arethose of the author(s) and do not necessarily reflect those of the Department.Research SummaryICT and adult literacy and numeracyBackground and rationaleof research There are strong expectations that ICT can contributeto the development of Skills for Life provisions.Previous work looking at ICT and adult literacy andnumeracy (e.g. Hopey 1998, Mellar et al 2001) hasmainly been based on surveys or interviews withmanagers, tutors and learners, and whilst this hasgiven us an insight into some of the principal variablesthat may be involved, we have little detailed account ofwhat tutors actually do when they are using ICT foradult literacy and numeracy. In this study we set out todevelop the methodology to carry out an observationalstudy in order to begin to identify more closely thefactors involved in effective teaching with ICT in theareas of adult literacy and numeracy. This studyconcentrated on the use of ICT within college settingsas we are simultaneously carrying out work withinother projects looking at ICT and Skills for Life withinlearndirect centres, prisons and community provision.Main elements of research In collaboration with a group of eight tutor-researcherswithin the East London Pathfinder, we generated arange of issues that we wished to investigate andexamined a range of possible observational methods(including video-capture and software for capturinglearner interaction with the computer). The mainmethods finally developed and used were structuredobservation instruments for observing tutors, and to alesser extent learners, in the classroom. We carried outdetailed observations in 11 classrooms using ICT inadult literacy, numeracy or ESOL. On average eachtutor was observed three times over a two-monthperiod and a further observation session was devoted tolearners. Observations were carried out by researchofficers and by the tutors who observed each others'sessions. The first level accounts generated were fedback to the group of tutor-researchers for furtherdiscussion. The structured observation instrumentshave generated both quantitative surface leveldescriptions and qualitative data which we then used togenerate detailed accounts of each tutor’s classroom.We then interviewed each tutor around the detailedaccount we had produced of their lessons. Closeworking with the tutor-researchers in this way has beeninvaluable in gaining insights into present practice.Research teamDirectors Dr Harvey Mellar and Dr Maria KambouriResearch Officers Dr Mariana Sanderson and Dr Victoria PavlouEast London Pathfinder Co-ordinator Jenny BarrettTutor-Researchers Judith Beer, Sean Gubbins, JenikNazarian, Jane Peckham, Camilla Nightingale, EugeneSmith, Graciano Soares and Peter TownsendReferences and further reading Hopey, C.E. (1998) Technology, basic skills, and adulteducation: getting ready and moving forward. Ohio:ERIC Clearinghouse on Adult, Career, and VocationalEducation, Ohio State University.Mellar, H., Kambouri, M., Wolf, A., Goodwin, T., Hayton,A., Koulouris, P. and Windsor, V. (2001) Research into the effectiveness of learning throughICT for people with basic skills needs June 2001.Sheffield: Ufi. Summary available at:http://www.ufiltd.co.uk/press/papers/literacyguide.pdf (accessed 2 June 2003)Mellar, H. and Kambouri, M. (in press) ‘Adult basicskills and digital technology: research from the UK’.In A. Brown and N. Davis (eds), ICT and education:World Yearbook 2004: Digital technologies,communities and education. London: Kogan Page.National Technology Laboratory for Literacy and AdultEducation - TECH21. Available online athttp://www.tech21.org/ (accessed 2 June 2003)Ufi (2001) Using ICT to develop literacy and numeracy:a guide for learning centres working with adultlearners. Sheffield: Ufi. Available athttp://www.ufiltd.co.uk/press/papers/literacyandnumeracy.pdf (accessed 2 June 2003)Contact for further information Dr Harvey MellarTelephone: 020 7612 6664email: h.mellar@ioe.ac.ukDr Maria KambouriTelephone: 020 7612 6301email: m.kambouri@ioe.ac.ukInstitute of Education20 Bedford WayLondonWC1H 0ALThe full report will be available from 31 July 2003 in PDF and Word formats from NRDC’s website at www.nrdc.org.ukPaper copies are available from:PublicationsNRDC, Institute of Education,20 Bedford Way, London WC1H 0ALTelephone: 020 7612 6476email: publications@nrdc.org.ukResearch Summary

Research Summary: ICT and Adult Literacy and Numeracy

Institute of Education EPrints

Synopsis 
This project set out to obtain a picture of present
teaching practice in the use of ICT in adult literacy,
numeracy and ESOL within formal provision.
Working closely with tutor-researchers, we drew up
procedures for carrying out classroom observations
and then carried out detailed observations of
classrooms using ICT in adult literacy, numeracy or
ESOL. Close working with the tutor-researchers
was invaluable in gaining insights into present
practice. The findings of this study will inform an
intervention study which will develop and test
effective strategies for the use of ICT in the areas of
adult literacy and numeracy.  The main findings are
listed below.
Key points
Using ICT The predominant pattern of activity
was for learners to use a desktop computer on
their own with the tutor either talking to the whole
class, or involved in discussion with groups or
individuals. About half of the observed work was
with office software, and half with direct teaching
materials. The majority of ICT use was directed
towards practice but some use related to the
creation of new materials or accessing information
(this latter activity tended to be associated with
students working in small groups).
Integrating ICT There was a spectrum of
integration of ICT with teaching basic skills. At one
extreme, ICT was seen as just another teaching tool
and the technological demands were kept as simple
as possible. At the other extreme, ICT skills were
seen as important elements of new literacies.
Teaching styles Most teaching consisted of
group presentation followed by an activity
supported by individual tutoring, though some
sessions consisted exclusively of individual tutoring.
The tutors spent about half their time talking to the
class as a whole, and about half talking with small
groups and individuals. The amount of time devoted
by tutors to quiet observation of learners was quite
small. On some occasions, however, tutors sat back
and avoided intervening as part of a conscious
process of encouraging student independence and
autonomy.
Teaching with ICT Teachers adapted the use of
ICT to their own style of teaching. Different patterns
of ICT use were found in numeracy, literacy and
ESOL. Tutors’ level of ICT skills had an impact on
their ability to make effective use of the technology.
It was also true that specific characteristics of
certain technologies affected the way in which
these were used in the classroom.
Teaching ICT skills Talking about a procedure,
demonstrating it and then asking the students to
try it on their own was the most frequent mode of
teaching ICT skills. A minority of tutors encouraged
learners to experiment and discover for themselves
how the software worked.
Learning styles The visual elements of ICT
presentation were useful to many learners but we
saw few attempts to accommodate students’
learning styles in other ways. Individual and whole
group work were the dominant styles but small
group work was encouraged in some literacy and
ESOL classes.
This report is funded by the Department for Education and Skills as part of Skills for Life: the
national strategy for improving adult literacy and numeracy skills. The views expressed are
those of the author(s) and do not necessarily reflect those of the Department.
Research Summary
ICT and adult literacy and numeracy
Background and rationale
of research 
There are strong expectations that ICT can contribute
to the development of Skills for Life provisions.
Previous work looking at ICT and adult literacy and
numeracy (e.g. Hopey 1998, Mellar et al 2001) has
mainly been based on surveys or interviews with
managers, tutors and learners, and whilst this has
given us an insight into some of the principal variables
that may be involved, we have little detailed account of
what tutors actually do when they are using ICT for
adult literacy and numeracy. In this study we set out to
develop the methodology to carry out an observational
study in order to begin to identify more closely the
factors involved in effective teaching with ICT in the
areas of adult literacy and numeracy. This study
concentrated on the use of ICT within college settings
as we are simultaneously carrying out work within
other projects looking at ICT and Skills for Life within
learndirect centres, prisons and community provision.
Main elements of research 
In collaboration with a group of eight tutor-researchers
within the East London Pathfinder, we generated a
range of issues that we wished to investigate and
examined a range of possible observational methods
(including video-capture and software for capturing
learner interaction with the computer). The main
methods finally developed and used were structured
observation instruments for observing tutors, and to a
lesser extent learners, in the classroom. We carried out
detailed observations in 11 classrooms using ICT in
adult literacy, numeracy or ESOL. On average each
tutor was observed three times over a two-month
period and a further observation session was devoted to
learners. Observations were carried out by research
officers and by the tutors who observed each others'
sessions. The first level accounts generated were fed
back to the group of tutor-researchers for further
discussion. The structured observation instruments
have generated both quantitative surface level
descriptions and qualitative data which we then used to
generate detailed accounts of each tutor’s classroom.
We then interviewed each tutor around the detailed
account we had produced of their lessons. Close
working with the tutor-researchers in this way has been
invaluable in gaining insights into present practice.
Research team
Directors 
Dr Harvey Mellar and Dr Maria Kambouri
Research Officers 
Dr Mariana Sanderson and Dr Victoria Pavlou
East London Pathfinder Co-ordinator Jenny Barrett
Tutor-Researchers Judith Beer, Sean Gubbins, Jenik
Nazarian, Jane Peckham, Camilla Nightingale, Eugene
Smith, Graciano Soares and Peter Townsend
References and further reading 
Hopey, C.E. (1998) Technology, basic skills, and adult
education: getting ready and moving forward. Ohio:
ERIC Clearinghouse on Adult, Career, and Vocational
Education, Ohio State University.
Mellar, H., Kambouri, M., Wolf, A., Goodwin, T., Hayton,
A., Koulouris, P. and Windsor, V. (2001) 
Research into the effectiveness of learning through
ICT for people with basic skills needs June 2001.
Sheffield: Ufi. Summary available at:
http://www.ufiltd.co.uk/press/papers/literacyguide.p
df (accessed 2 June 2003)
Mellar, H. and Kambouri, M. (in press) ‘Adult basic
skills and digital technology: research from the UK’.
In A. Brown and N. Davis (eds), ICT and education:
World Yearbook 2004: Digital technologies,
communities and education. London: Kogan Page.
National Technology Laboratory for Literacy and Adult
Education - TECH21. Available online at
http://www.tech21.org/ (accessed 2 June 2003)
Ufi (2001) Using ICT to develop literacy and numeracy:
a guide for learning centres working with adult
learners. Sheffield: Ufi. Available at
http://www.ufiltd.co.uk/press/papers/literacyandnu
meracy.pdf (accessed 2 June 2003)
Contact for further information 
Dr Harvey Mellar
Telephone: 020 7612 6664
email: h.mellar@ioe.ac.uk
Dr Maria Kambouri
Telephone: 020 7612 6301
email: m.kambouri@ioe.ac.uk
Institute of Education
20 Bedford Way
London
WC1H 0AL
The full report will be available from 
31 July 2003 in PDF and Word formats from 
NRDC’s website at 
www.nrdc.org.uk
Paper copies are available from:
Publications
NRDC, 
Institute of Education,
20 Bedford Way, 
London WC1H 0AL
Telephone: 020 7612 6476
email: publications@nrdc.org.uk
Research Summary


http://eprints.ioe.ac.uk/700/1/Mellar_Kambouri_2003.pdf

Research Summary: ICT and Adult Literacy and Numeracy

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