REPORT FOR GOVERNORS ON THE ROLE OF ICT TO SUPPORT DEVELOPMENT OF LITERACY Date Introduction Becta commissioned the impact of ICT in schools and in busting literacy on behalf of the department for education and skills (DfES) to analyze the impact that the use of ICT specifically the film technology has in the school sector in the UK…
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Aims of research on ICT/Digital film use in schools This critical review sets out the key messages from the literature, which focuses on:- a) The infrastructure to support the use of ICT in schools, b) The impact of this on learning and literacy levels c) The extent to which its adoption has supported communication in schools and the community at large The report analysis will further present an opportunity for further exploration and research. Research indicates that there is an increase in the use of computers and other new technologies in homes though the same suit is not followed at the schools where the authorities are so strict on print and print based texts. The embracing of technology is viewed as a lot of a waste of times, which should not be the case as children and school going individuals are already expressing enormous interest to learn through the adoption of the new technologies like the digital film techniques (BESA 2006). Setting the context: ICT/Digital film technology provision and access In the recent years there have been numerous surveys formulated to provide information on the extent to which schools are developing the capacity to integrate digital technology in learning and teaching to improve the level of literacy in the UK. The evidence gathered shows an increase in the number of computers and other technologies like the digital technology over time with most schools achieving the baseline for the computer-to-pupil/student ratio (BESA 2006). The evidence on the impact on learning and teaching indicates that the use of digital film technology is effective and efficient in enhancing the students learning experience and therefore teachers are motivated to integrate a number of technologies like the laptops to produce an interactive environment with whiteboards and the internet. Through the emergence of the digital technology, teachers have been in a position of integrating a combination of hardware; software and connectivity to allow them have an innovative approach towards learning and teaching hence a bust in the level of literacy (Watts 2007). A critical factor in the effective use of digital technology is the fact that there exists a school level e-strategy; this gives room for the future development and maintenance of the ICT systems. Research has it that school going aged children is embracing the use of new technology through the engagement of a wide variety of Digital practices. These ranges from the use of CDs, playing computer games, play stations, the internet mobiles and the mobile phones. It worth noting that computer games so far is the most popular components engaged in by children as they are able to access internet at a very tender age (BESA 2005). From research therefore, it is evident that children have been engaged in multimodal literacy’s in a manner that the print media is being faced out. Because digital texts are fast facing out print media most so in the young populations perspective, schools through the authorities need to adopt such systems as they will in the first place engage the youth keeping them away from accessing intolerable material online. Research on the use of digital film technology in the UK shows that, through the new technological advancement, teachers are able to develop creativity within potentially limited confines, and pressures of
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