The word processor re–visited: observations on the use of the word processor to develop literacy at key stage 2

Mumtaz, Shazia; Hammond, Michael

doi:10.1111/1467-8535.00269

Cited by 16 publications

(13 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the case of the English curriculum, Mumtaz and Hammond (2002), found that wordprocessing was not fully embedded and that often word-processing was used superficially with pupils with little opportunities for drafting and redrafting through which the most positive effects have been identified. Similar evidence of limitations to curriculum integration was found for the use of ICT in science when teachers were studied using computer based modelling (Mellar et al 1994).…”

Section: The Problem About the Different Effects Of Specific Types Ofmentioning

confidence: 99%

Effects of ICT: Do we know what we should know?

Cox

Marshall²

2007

Educ Inf Technol

135

View full text Add to dashboard Cite

Many decades after the introduction of ICT into classrooms there are still unanswered questions about the impact of technology in the long and short term on students' learning, and how it has affected simple and complex learning tasks. These are important for (a) forming government policies; (b) directing teacher education programmes: (c) advancing national curricula; (d); designing or reforming classroom implementation and (e) analysing costs and benefits. While a plethora of studies has been conducted on the effects of ICT in education, major policy and methodological problems have precluded an unambiguous answer to such questions as:-"Does the way in which ICT is implemented have a major/minor impact on students' knowledge and understanding?" and "Does the impact affect the surface or deep structure of students' thinking and acting?" To date we have had no large-scale longitudinal studies of ICT's impact in education such as we have in the form of studies of earlier major curriculum development projects. Nor have we had many comprehensive studies of the complex interactions between various types of ICT implementation and the effects of other factors such as school-based interventions, socioeconomic status and school expenditures which have been shown to have a greater impact on education compared with other previous innovations in education. Furthermore we do not know if previous research studies have used research methods that matched learning objectives to instruments/procedures. Many previous studies are vague as to the actual measures used but we can infer that standardized tests were a frequent measure. In other instances, ad hoc analyses, with criteria that may have varied from analyst to analyst and were not "blind" analyses were certainly used to measure "success." All of these limitations and uncertainties and many more point to the need for a thorough, rigorous, and multifaceted approach to analysing the impact of ICT on students' learning. This paper draws on previous research evidence to identify relevant research strategies to address the gaps in our knowledge about ICT and students' learning explained above.

show abstract

Section: The Problem About the Different Effects Of Specific Types Ofmentioning

confidence: 99%

Effects of ICT: Do we know what we should know?

Cox

Marshall²

2007

Educ Inf Technol

135

View full text Add to dashboard Cite

show abstract

“…In the case of English, it may be the case that what the pupils did on the computer (for example copytyping in order to improve the presentation of work, or using the Internet for unsupervised research, to quote two examples from our case studies, Becta, 2002b, c) simply had little or no pay-off in terms of the skills and knowledge tested in the examinations (this analysis would also be supported by the findings of Mumtaz and Hammond, 2002). This would contrast greatly with the Bytesize revision material for Science, for example, in which the programme content not only helped to explain or exemplify difficult concepts that were highly relevant for the examination, but also presented pupils with mini-tests that were similar in form and content to those that would be met under examination conditions.…”

Section: Discussionmentioning

confidence: 69%

Use of ICT and its relationship with performance in examinations: a comparison of the ImpaCT2 project's research findings using pupil‐level, school‐level and multilevel modelling data

Harrison¹,

Lunzer²,

Tymms³

et al. 2004

Computer Assisted Learning

View full text Add to dashboard Cite

This paper reports a previously unpublished comparative analysis of data from the ImpaCT2 study investigating the relationship between students' performance in England on national tests and their reported use of information technology (particularly networked technology) for school work, at three age levels (11, 14 and 16), in English, Maths and Science (and in additional subjects at age 16). The new analysis compares three separate analyses of the same data set based on approximately 1100 children drawn from 27 primary and 28 secondary schools: the first analysis considers the individual pupil data and looks particularly for pupil-level (and particularly gender) effects; the second analysis groups the pupils by school, and looks particularly for school-level effects; the third analysis was a more conservative multilevel modelling analysis, carried out by an independent team at the University of Durham, which split the schools into three groups, based on overall high, medium or low level of use of information and communications technology (ICT) in each school. All three analyses reported findings based on mean achievement measured in terms of standardised residual gain scores, where each student's progress was measured against predicted gains calculated from baseline data on reading and Maths ability gathered 2 years earlier. The results indicated broad agreement between each of the three modes of analysis, though effect sizes were slightly smaller in the case of the multilevel modelling. The findings are interpreted in relation to case study data on ICT use in schools gathered as part of the wider ImpaCT2 investigation, but the case is also made that the common rationale for using multilevel modelling with large data sets, namely that whole class effects are more significant determinants of performance than individual effects, is less applicable in this study, because of wide variation in the use by children of ICT for school work at home.

show abstract

“…Teachers who base their use of ICT on its vocational value may see the teaching, or at least the learning of ICT skills, as an end in itself (eg, Drenoyianni & Selwood, ). For example, the widespread reported practice of leaving children to use word processors for solely presentational purposes (eg, Mumtaz & Hammond, ) is not aligned to any viable view of teaching writing skills, but can be justified by the acquisition of ICT skills. The problem of distortion is long standing.…”

Section: A Distorted View Of Technology In the Curriculummentioning

confidence: 99%

Introducing ICT in schools in England: Rationale and consequences

Hammond¹

2013

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

This paper provides a critical perspective on the attempts to promote the use of ICT in teaching and learning in England. It describes the rationale given for the introduction of ICT in terms of its potential to impact on educational standards, to contribute to developing a curriculum which has more vocational / social significance and, more generally, to provide a catalyst for curriculum reform. The introduction of ICT is underpinned by the argument that schools should show a higher degree of correspondence with a wider world in which the use of technology is pervasive. Introducing ICT in schools in England: Rationale and consequencesThis paper provides a critical perspective on the attempts to promote the use of ICT in teaching and learning in England. The first section describes the rationale for the introduction of ICT in particular the claims that ICT can impact on educational standards; carry a vocational / social significance; and provide a catalyst for curriculum reform. The second section shows how each of these goals has been distorted by excessive optimism and a sense of 'inevitability'. The final section of the paper discusses the case for using ICT and argues for a more measured and adaptive policy and practice. The introduction of the ICT into schools in EnglandA feature of the attempt to introduce ICT into schools in England has been the consistent and proactive championing of technology by successive governments (see for example Buckingham, 2007;Twining, 2002;Wellington, 2005).The first 'Computers in the Curriculum Project' was set up in 1973 and was followed by initiatives such as the 1981 'Micros in Schools' scheme; the Microelectronics Education Programme (MEP), (1980 until 1986) and the broader Technical and Vocational Initiative (TVEI). Interactive video was promoted in the 1980s alongside Neris, a teacher resource database available on line. Initiatives in the 1990s included support for the use of Integrated Learning Systems (ILS); multimedia laptops for teachers and the Education Department's Superhighways Initiative (1996 -98). The focus on new technology was strengthened by new Labour Governments (1997Governments ( -2010 (Selwyn, 2008). A National Grid for Learning (NGFL), in its first phase , provided funds for hardware, software and Internet connectivity and this was followed by a raft of further projects and funding schemes. Technology initiative (DfES, 2005) which outlined the case for ICT in teaching and learning and set broad targets in order to reach 'e-maturity'. During all phases of the introduction of ICT, government agencies have been created to mediate between policy and schools: MESU, NCET and Becta, respectively. However much of the proactive support and direction concerning the use of new technology has been reduced by an incoming (2010) coalition government: Becta has been shut down and a more laissez faire approach to educational policy, at least in respect to technology, has been offered, even if ministers have at times continued to make pronouncements in ...

show abstract

The word processor re–visited: observations on the use of the word processor to develop literacy at key stage 2

Cited by 16 publications

References 1 publication

Effects of ICT: Do we know what we should know?

Effects of ICT: Do we know what we should know?

Use of ICT and its relationship with performance in examinations: a comparison of the ImpaCT2 project's research findings using pupil‐level, school‐level and multilevel modelling data

Introducing ICT in schools in England: Rationale and consequences

Contact Info

Product

Resources

About