Literacy, learning and ICT:

During the late 1980s and early 1990s there was a
huge effort in the United Kingdom to increase ICT
resources within the education sector based on the
principle of a positive relationship between ICT and
literacy levels. There had been some research into
the literacy and ICT relationship within mainstream
schools; but little research on the same topic in
special schools with children and young people with
learning difficulties. Theories of learning suggest
all students need a range of learning resources
including ICT. The question is whether ICT has
particular relevance for those with learning
difficulties.

The findings suggest a disparity between
having an ICT policy and the practice of ICT. ICT
was being taught rather than utilised as a teaching
tool, furthermore, ICT did not appear to raise
literacy levels, and in the absence of a
comprehensive and holistic framework, ICT may lead
to the erosion of some skills in other aspects of
literacy.

The author concludes with the recommendation of an
evidence-based model for learning resources and
support provision which is student-centred and
describes a working model in practice.

Autorentext

Bernadette was awarded her doctorate in Information Management for her thesis entitled 'The Role of ICT on the Literacy Levels of Young People with Learning Difficulties'. She is passionate about the role that information technology can play in assisting people with disabilities to lead independent lives

Klappentext

During the late 1980s and early 1990s there was a huge effort in the United Kingdom to increase ICT resources within the education sector based on the principle of a positive relationship between ICT and literacy levels. There had been some research into the literacy and ICT relationship within mainstream schools; but little research on the same topic in special schools with children and young people with learning difficulties. Theories of learning suggest all students need a range of learning resources including ICT. The question is whether ICT has particular relevance for those with learning difficulties. The findings suggest a disparity between having an ICT policy and the practice of ICT. ICT was being taught rather than utilised as a teaching tool, furthermore, ICT did not appear to raise literacy levels, and in the absence of a comprehensive and holistic framework, ICT may lead to the erosion of some skills in other aspects of literacy.The author concludes with the recommendation of an evidence-based model for learning resources and support provision which is student-centred and describes a working model in practice.