Professional Journals about ICT

PROFESSIONAL JOURNALS:
Harvey Mellar, H. and Kambouri, M. (2004) 'WebQuests, m-learning and CyberLabs', pp. 23-25 Reflect, Issue 1, October 2004. Available at: http://www.nrdc.org.uk/uploads/documents/doc_320.pdf


What is the problem for the study?
WebQuests, m-learning and CyberLabs,
Harvey Mellar and Maria Kambouri describe some examples of their research into integrating ICT in teaching literacy, numeracy and language.

What procedures did the experimenter use for the study?
1. Defining research:
● tutors should explicitly consider why they are using ICT and should match how they use the technology to their teaching aims
● teaching should address the changing nature of literacies in the digital age
● a wider range of technologies should be explored
● there should be more experimentation with a range of teaching styles, and in particular more use of collaborative work around ICT
● more attention should be given to the range of learning styles and how ICT might be used to address these
● the issue of how and when to teach ICT skills should be addressed more explicitly.
2. Prepare:
In the first year of their current project, they have been working with a team of nine practitioner-researchers to implement these recommendations. Over the next six months they evaluated these examples in a series of trials. This article describes three examples of the work they have been doing, based on written accounts from the tutors whose work is described.
3. General purposes:
Teaching should address the changing nature of literacies in the digital age.
Introduce 3 different method( WebQuests m-learning and CyberLab)applying ICT in teaching literacy, numeracy and language.
4. Three cases respectively are:
1. Introducing WebQuests with ESOL learners:
Cathy Clarkson describes how she has used WebQuest at Entry Level 1 and Level 2.
2.Jo Dixon-Trifonov,a lecturer in ESOL at Southampton City College and a Learning Resource Developer at CTAD, has been working with camera phones and desktop computers in her teaching. The inspiration for this work comes from her involvement with the m-learning project
Mobile phones make it possible together and record information outside the classroom, whilst wireless internet and picture messaging allow pictures, audio and text to be sent directly to a website, so that the information can be edited and developed later on a desktop computer.
3. Steve Harris and his colleagues at the Centre for Astronomy and Science Education at the University of Glamorgan have been developing an approach to integrating digital technologies into basic skills teaching. "CyberLab is an experimental ICT -based course in which learners work to improve their basic skills in reading, writing, numeracy and ICT while exploring a series of topics in science, technology and mathematics. These topics are made relevant to learners’ lives through practical, technology-mediated engagement."

What were the major conclusions for the study?
WebQuest :
The learners found the building of a WebQuest a very motivating experience. Attendance improved, students were getting to class early to get started, and there was a great deal of interaction between learners.
m-learning:
There were some teething problems with the technology, but learners found the use of state-of-the-art gadgets engaging and motivating. The activities gave them opportunities for meaningful goal-oriented interaction in English, through which they encountered and learnt new vocabulary, gained confidence in asking questions in English and worked together to write for an audience on the website.
CyberLab:
CyberLab maintained a high level of involvement from its learners, with no-one dropping out. Learners showed evidence of gains in literacy, numeracy, and ICT as well as developing skills such as planning, stepwise problem-solving, and self-evaluation.

How would you classify the study, according to the six types of research studies we looked at in this lesson?
I think this study is Current Event:Case Studies.


Marco