Bridging Divides Digitally 29 th March 2008

1. Bridging Divides Digitally29th March 2008

2. Workshop Objectives By the end of the session participants will be able to: 1. Summarise differing messages from research relating to the use of learning technology to promote equality and diversity. 2. Locate and critique at least three online resources which could be used in your own teaching to promote Equality & Diversity. 3. Suggest at least two ways in which you can harness the potential of technology to promote Equality and Diversity.

3. Research Messages Readiness in the sector • Around 20 per cent of further education colleges are ‘e-enabled’ and some 50 per cent are developing their capacity and capability. But the remaining 25 per cent are ‘ambivalent’ or ‘late adopters’. • In work-based learning, 22 per cent of providers have embedded e-learning and some 60 per cent describe themselves as ‘novices’ or ‘developing’ users of e-learning. • The PCDL sector is at a relatively low base, with most adult learning providers described as ‘on the lower rungs of the e-maturity ladder’ although there are some excellent examples of innovative adult learning that other providers can learn from. (BECTA 2007)

4. Research Messages Access across society • The gap between families with access to learning technology in the home and those without is not closing. Over one million children do not have technology and access to the internet in their home and this perpetuates the social and digital divide and disadvantages children from deprived families. • In addition to this, many children with access to technology at home are not able to use it to best effect and many parents feel unable to support their children in its use. (DCSF 2008)

5. Research Messages Reasonable agreement that: • Learning strengthens the brain by building new pathways and increasing connections that we can rely on when we want to learn more. • Children learn by building assemblies and sequences. • Adults spend more time making new arrangements than forming new sequences. • Our experience and background allow us to learn new concepts. (Conner 1999)

6. Research Messages Where LT makes a difference • Personalised learning can enhance confidence and promote positive attitudes towards learning, but the right context is needed. • Can reach difficult to engage learners. • Can help as a vehicle for literacy, language and numeracy skills development • Can be used as a social and cultural tool for sharing information and experiences and link geographically isolated groups together. • Can make a richness of content and interactivity available to learners. • Can help to build social and cultural capital. • Can improve the effectiveness of the support and services delivered to learners or prospective learners (BECTA 2007; Crawley 2005;Crawley and Attewell, 2001)

7. Equality and Diversity Themes • Legal requirements and responsibilities for teachers with respect to E&D • The evidence for learning technology in support of E&D. • Access to technology / developing your own and your students ICT skills • Embedding E&D in the general aspects of your teaching • Embedding E&D in the subject related aspects of your teaching • Assessing the impact of your efforts and setting targets