Connecting the Classroom

Autor/in	Ecclesfield, Nigel
Titel	Connecting the Classroom
Quelle	In: Adults Learning, 21 (2010) 5, S.28 (1 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0955-2308
Schlagwörter	Electronic Learning; Adult Education; Access to Computers; Educational Technology; Computer Uses in Education; Creative Teaching + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Unterrichtsmedien; Computernutzung; Creative thinking; Teaching; Kreatives Denken; Unterricht
Abstract	Teachers in adult and community learning (ACL) are making increasing use of technology in their work, while the overwhelming majority of providers are devising strategies for the implementation and monitoring of e-learning and technology. These are two of the findings of a survey, commissioned by Becta, the government agency promoting the use of information and communications technology, of the level of technology adoption and engagement in ACL. The second annual study of its kind, it is one of four parallel surveys, looking also at offender learning, work-based learning and further education, which assess progress made against the Government's "Harnessing Technology" strategy ambitions. Compared to the 2004 and 2006 surveys, it is clear that considerable progress has been made in terms of access to technology, particularly computers. In 2008-2009, the year covered by the survey, all practitioners had access to computers for their work, although this does not yet represent one computer per practitioner. This indicates that organisations are making provision for staff to access computers both centrally and in specific learning centres, a finding confirmed by practitioner data. This is a considerable improvement upon the findings of earlier research, although such access is not equally reflected in all community and outreach locations. In terms of organisational strategies, nearly all (95 per cent) local authority providers or contractors now have e-learning or technology policies in place, with the majority of these being updated and communicated to staff on at least an annual basis, suggesting high levels of strategic commitment. This commitment is equally reflected in staff and provider attitudes to technology, which were overwhelmingly positive, particularly in terms of learner impact. Practitioners felt that information and learning technology (ILT) had led to "creative teaching and learning", "learner access to relevant digital/electronic content", and "flexibility of delivery", though practitioners were less confident in identifying the impact of technology on learner attainment, progression and retention. (ERIC).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/adults-learning
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10