Journal/Latest BECTa Research

Becta's What the Research Says series aims to give an initial idea of the available research evidence on aspects of using Information and Communications Technology (ICT) in schools and colleges. It is designed primarily for teachers, ICT co-ordinators and school managers.

What the research says 'ICT and Motivation'
What the research says 'ICT and English'
What the research says 'ICT and Numeracy'
What the research says 'ICT and Science'
What the research says 'ICT and History'
What the research says 'ICT and Geography'
What the research says about digital video in teaching and learning

http://www.ictadvice.org.uk/

BECTA have recently released a vast amount of research which is both relevant and interesting to anyone trying to make sense of ICT in the classroom.
While the individual papers are not vast, the number of titles is somewhat daunting
Therefore to try and assist you we have pulled out the summary from each document.

English and ICT

Most teachers are comfortable with the use of ICT as a word processor that can enable pupils to access a range of texts, write for real audiences and support them in their choice of genre for audience and purpose.

In addition the research suggests that using ICT in the English curriculum can:

• improve writing and reading skills
• develop speaking and listening skills (See Digital Video below)
• support collaboration, creativity, independent learning and reflection.

It states that English teachers can maximise the impact of ICT by ensuring that both they and pupils:

• use ICT as an integral part of lessons
• present ideas dynamically and in a range of media
• understand visual literacy.

Maths and ICT

Many teachers have for a long time used ICT as a “drill and practice tool”. However, wider use of ICT means that the following key benefits have been identified from the research evidence:

• Greater collaboration between pupils
• An increased focus on strategies and interpretation
• Fast and accurate feedback to pupils using ICT
• Increased motivation amongst pupils.

It goes on to state that teachers can maximise the impact of ICT in maths teaching by:

• using ICT as a tool in working towards learning objectives
• developing a knowledge of the multimedia software available
• considering how to provide access to ICT resources for all
• incorporating the use of portable ICT equipment in teaching.

ICT and Science

Teachers are now more likely to use ICT in Maths, Literacy and Science, that they were three years ago. There is a considerable body of literature on the use of ICT in Science across a range of topics and age phases.

This report provides an introduction to some of the key applications used in primary and secondary science and the teaching issues surrounding them.

The report highlights the key benefits of using ICT in science as:

• ICT can make science more interesting, authentic and relevant
• ICT allows more time for observation, discussion and analysis
• Using ICT increases opportunities for communication and collaboration

It also points to how teachers can maximise the impact of ICT in science by:

• Being clear on how the use of ICT will support lesson objectives
• Using ICT as a tool, not just as an information resource
• Giving pupils greater autonomy in their scientific investigations

SEN and ICT

This document looks at the benefits for pupils where ICT is used to support pupils.
The Research includes evidence about how ICT can support inclusion and highlights the following key benefits:

• enables greater autonomy for learners
• unlocks hidden potential for those with communication difficulties
• promotes practice that reaches beyond the school into homes and the community.

It goes on to say that Teachers can maximise the impact of ICT in inclusive classrooms by:

• understanding the potential of ICT to support learners with special needs
• training classroom assistants in how software or devices can be used
• tailoring and adapting tasks to suit individual students’ abilities and skills.

Utilising Digital Video

This is an area where BECTA has invested a lot of time and money looking at the application of Digital Video in the classroom and the potential benefits and implications for pupils and teachers. Initial trials of Video technology required expensive kit and good technical knowledge to make it work.

However, in recent years digital video cameras and editing software have become cheaper and easier to use, allowing more teachers to integrate moving image work in their teaching. Windows XP even has simple but effective editing software available as a free upgrade, and many budget priced digital cameras have a movie facility as standard.

Research suggests that using Digital Video as part of the everyday curriculum:

• increases motivation and engagement
• develops literacy skills
• can be used across the curriculum and age phases
• accommodates different learning styles and abilities.

The research States that teachers can maximise the impact of DV by:

• planning and structuring Digital Video activities
• understanding visual literacy
• allowing students frequent access to Digital Video.

This has obvious implications for teacher training. However, we know from personal experiences of using digital cameras and editing software with children, it is as much the process as the outcome that is of great educational value to the pupils.

Using ICT as Part of Continuing Professional Development

ICT makes available a range of tools which may be used to support CPD for teachers.
These may be used in Initial Teacher Training (ITT) where they have the potential to provide teachers of the future with the confidence and know-how to integrate ICT in their teaching. Likewise, under the right circumstances, using ICT as part of in-service training can equip classroom teachers with the skills to incorporate technology in their lessons.

The report points out that key benefit of using ICT in CPD include:

• enhanced collaboration between teachers
• creation of digital records (portfolios) of personal progress
• development of ICT capabilities amongst student teachers
• opportunities for teachers to integrate ICT in teaching and learning
• enhanced effectiveness of CPD courses.

Using ICT to strengthen Home School Links

One are where the Government is keen for schools to make greater use of ICT is in building stronger links between Home and School. This is an area where schools are unsure as to the value of ICT in strengthening Home/School links. The research make interesting points which may clarify schools’ thoughts.

Key benefits identified in the research include:

• improved communication between school and home
• the extension of learning to the home
• deeper involvement of families in learning
• increased motivation of students using portable computers.

It goes on to point out that Teachers can maximise the impact of ICT and home-school links by:

• finding out the extent of pupils’ access to ICT at home
• providing support for home use of ICT
• giving a prompt response to electronic communications
• exploring the use of ICT in homework.

You can get access to all the BECTa Documents mentioned here, and all their archive research from the BECTa Research Website