Introduction

The use of computers to develop literacy, numeracy and ESOL skills of adults learners was recommended in 'Fresh Start, 1999' (Moser Report) as being ' one of the most effective - and attractive - ways of enhancing one's basic skills'. However, there is still a degree of apprehension in how to use this rapidly evolving technology effectively with adults who already struggle with confidence issues. This article gives a general overview of the issues as well giving some ideas and strategies that you as a tutor can use.

IT, ICT, ILT?

The different terminology used within the teaching world of computing can be confusing and the difference between IT, ICT and ILT is a prime example. You may have heard all these terms used and not necessarily been aware of the clear distinctions that exist between them.

• IT (Information Technology), this is your computer and associated software.
• ICT(Information Communication Technology), your computer is linked to other computers and you have access to the internet and email etc.
• ILT (Information Learning Technology), utilising technology (IT, internet, whiteboards etc) to facilitate, support and enhance learning.

Take a look at either the FERL or BECTA sites for more information about Information learning technology.

Basic Skills and ILT

As Basic Skills practitioners we are always looking for different ways, strategies and approaches that we can use to attract and motivate learners as well as enhancing the learning process. The use of ICT is now recognised as having a positive impact on learning, and the opportunity to study using ICT is an incentive for adults to attend classes. The memories of failure produced by conventional teaching methods mean that for a learner who has vivid recollections of struggling to get thoughts onto paper, being able to word-process a document, which they can review and revise without being demoralised, can only be a motivator. It is also fairly obvious though, that simply providing an IT course on its own is likely neither to be effective nor appropriate for the majority of learners. There are several better options:

• Embedded basic skills within an ICT course e.g. 'Emailing for fun' would develop emailing skills as well as encouraging writing and communication skills. These courses are attractive to learners as they lack the stigma that can be associated with traditional basic skills courses, they also provide the computer skills required for many jobs in the technological era of today.
• Alternatively, a Basic Skills course can be developed to embed ICT within the learning programme, e.g. if a learner is developing form filling skills, then using online forms accessed via the internet can be helpful. The great thing about using ICT is that there are opportunities for independent learning to take place as well as collaborative learning where interpersonal skills can be developed.
• Both the above methods develop the use of ICT alongside literacy, numeracy and ESOL, as part of an integrated approach. A mixture of the two is an option worth considering. For instance planning a session/s on 'Using Art to develop numeracy skills' specifically looks at numeracy skills but uses the topic Art, such as architecture and pictures, as the interest factor.
• Finally, e-learning is different in that it is usually autonomous without the classroom learning context. Many online resources exist, such as BBC Skillswise and also learndirect who have developed a large number of 'Skills for Life' courses which are available via learndirect centres.

Not everything will be suitable for all learners and we need to be sensitive to how the extensive power and ability of the technology that is now available is utilised. While many learners will jump at the chance of using something that is seen as trendy, exciting and lacking in stigma, for some learners this could raise more fears of failure. Group work can be useful to introduce concerned learners to applications.

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