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Wycombe and South Bucks

Laptop Initiative- Case Study

How could the laptops ‘add value’ to the delivery of basic skills? Would they provide a means of learning more effectively- or be a distraction? My concerns were that they would be dismissed as a gimmick, sidelined towards the most able students, seen as a panacea for all problems or view as an extra burden by tutors. I felt that if the initiative was to be successful, I would need to kick start the process by supporting tutors and students in the first few sessions and be on hand to help out with any problems, offer training, source and review software and encourage innovation and creativity in the use of the laptops.

The majority of students have embraced the chance to use computers. Initial nervousness has quickly turned into unbridled enthusiasm. Anecdotal evidence of the success of the project includes one elderly student who scowled at me when I first joined the group and insisted that she wanted nothing to do with computers. Within two weeks she was beginning to word process her own work and had arranged to buy a second hand computer so that she could practice at home. Another example is a 1:1 workplace student who, in co-operation with his employer, has plans to use a computer at work to bridge the gap between his taught lessons. We have use the laptops in Basic Skills groups, an ESOL group, a workplace setting and an LDD group. We have also successfully run tasters sessions for staff in a supermarket and a postal sorting office. A particular pleasure for me has been the success at all levels of ability. Students’ activities have ranged from practising key words, recording an typing their own comments and then using this text in games to word-processing their own poems. Whilst we still have a great deal to learn about using IT to it’s full potential, the start has been extremely encouraging.

Of course there have been plenty of problems. Training for tutors inexperienced in IT was a priority and we plan on-going support tutorials. The transport, distribution and maintenance of the equipment has needed dedicated administration and patience! Sometimes the equipment has proved temperamental and this has been off-putting occasionally for students and colleagues who are not IT users. We need to give further thought to making the equipment accessible to all students including those with physical difficulties. The use of laptops in groups is labour-intensive, at least in the short-term. We hope to encourage some students to use the equipment more independently but feel it is important that volunteer tutors are offered training to help group tutors in this area.

Can we sustain the enthusiasm for laptops? We need to continue to develop our own skills and be innovative in how the computers are used to maintain the momentum. So far, we have responded to student interest by planning short intensive courses next year. ‘Write up to date: develop writing skills through IT’ is an example of an idea for a new course which we feel will offer a progression route for students interested in developing in tandem their writing and IT/Internet skills. We’re looking for establishing E-penpals for interested students or possibly ‘E-twinning’ with an overseas group!

The laptop initiative has offered tutors and students the chance to review the way in which learning was taking place, take advantage of the benefits IT can offer and catch a glimpse of themselves as part of a much bigger picture than was perhaps visible before.

Jackie Fisk

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