Evaluating the impact of using ICT upon student motivation and attainment in English

Jackie Bullock: Soham Village College

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Summary

This case study examined how Microsoft software programs, CD ROM, the Internet and digital cameras were used to produce a range of written assignments which could support the teaching and learning of English at secondary school level. The approach employed was based on the idea that many students see using ICT facilities as something of a privilege and enjoy the change that this may offer from the normal environment for the subject. This means that the standard of presentation is often higher and work looks more professional. Students benefit from the ability to edit and improve their written work immediately. A wider range and variety of reading materials is available which is liberating for students as they are able to select and evaluate sources for themselves. They have interactive access to contemporary news and materials that are constantly changing.

The study examined use of this approach in work on the theme of homelessness in conjunction with the popular novel 'Stone Cold' by Robert Swindells; with the study of Macbeth and various media-based work using Picture Power II and digital cameras (to create photographic storyboards). The research was carried out with a middle ability year 9 group of students over a period of 6 months. Evidence about the impact of using these forms of ICT upon students' motivation and reading and writing skills was gathered through student questionnaires, interviews and observations. The main findings of the study were that the majority of students found using ICT for English activities helpful (in terms of planning and amending work) and interesting. It offered opportunities to evaluate their own learning styles and to reflect upon their strengths and weaknesses in writing. Further, the very nature of ICT often lends itself to group work, which enhanced their enjoyment of the tasks. The nature of these tasks and use of ICT also enabled students to work more independently; they were sometimes away from the classroom environment and were therefore less reliant on the teacher, whose role was altered. Students were nevertheless keen to engage with the teacher, taking pride in their achievements and seeking reassurance about their success.