Classroom Strategies for Data Handling

The aim of data handling is to provide pupils with the experience of using and applying a variety of interrogation techniques - ie. through simple and complex questions. Graphs can be plotted from the data, which can then be interpreted. Pupils should spend as short a time as possible entering information into a database. If the program has a key word facility which enables information to be entered quickly, this should be used.

Topics or themes which lend themselves to the collection of information include:

• weather
• a study of homes
• a study of living things
• an ourselves project
• a study of transport
• a study of materials
• change

If studying homes, pupils may have carried out a comparison of houses in a terraced row. They probably would have been given a questionnaire, produced by the teacher, which would focus pupils' observations in a particular way. For example, observing and recording the different materials used for the walls, windows and doors etc. The questionnaire would probably contain too much information to enter into a database.

The teacher needs to think very carefully about the reasons for using a database. What type of information is likely to be required? What sort of graphs would be plotted from the information entered into the database? This is the time, perhaps, to brainstorm with the pupils about the information required.

The number of fields (headings) you would wish to use will depend on the ages, abilities and past experiences of the pupils. Once a decision on the number and wording of each field has been made, the database can be constructed. The use of the key word facility should be used to enable pupils to enter their collected information quickly and easily into the database.

A data capture sheet must be created once the database has been constructed. A data capture sheet must have field names, which correspond to those in the database. If working with younger or less able pupils, the expected range of responses could be put on the data capture sheet so that the pupils can either draw a circle around the correct response or cross out those which are not applicable.

Pupils can transfer the selected information from the original questionnaire sheet that was used on the field trip onto the data capture sheet.

When all the data capture sheets have been completed, the pupils will need to be shown how to copy the information into the teacher-prepared database, how to use the key word facility, and how to save and retrieve the database.

This demonstration can be to:

• the whole class, which would save on teaching time, or
• a group of pupils who could then become pupil tutors

Similar methods can be employed to demonstrate to pupils how to interrogate the database using either simple or complex questions. Teachers should prepare differentiated, focused worksheets that will allow pupils to interrogate the database according to their abilities or previous experiences. Pupils can either:

• handwrite their findings or print out graphs
• write their interpretations of the graph
• save out the graph as an image to insert into a word processor in order to write about their interpretations
• print out the work and either use the printout for display or to place in a pupil workbook/file

At all times, teachers must be vigilant and consider all safety aspects when pupils are working at the computer. It is important to ensure that:

• there are no trailing cables, either on the work surface or on the floor beneath the computer trolley
• pupils are comfortably seated at the computer - ie. the chairs are neither too low nor too high

Assessment of pupils work should be in line with the school policy. When assessing collaborative work it is accepted that assessment can be carried out through:

• questioning the pupils
• a printout of pupil work
• saving pupils' files to disc
• discussing outcomes with pupils - this should identify individual children's contributions to the activity

SEN and ICT
Teachers should be able to recognise the specific contribution that ICT can make to teaching pupils with special learning needs. Supporting children in mainstream classrooms is based upon the need to provide access to the curriculum in a manner appropriate to the pupil's needs and being able to identify where ICT can provide subject specific support.

The code of practice is a guide for schools LEAs about the practical help they can give to pupils with special educational needs. It recommends that schools identify children's needs and take action to meet those needs as early as possible.

A child has a special educational need if he has a learning difficulty which calls for special educational provision to be made for him or her. A child has a learning difficulty if he or she:

• has a significantly greater difficulty in learning than the majority of children of the same age
• has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the LEA
• is under five and falls within the definition of the two points above or would do if special educational provision was not made for the child

A child must not be regarded as having a learning difficulty solely because the language of the home is different from the language in which he or she will be taught.

Using ICT effectively:

• be aware of the range of needs of the pupils you work with
• be aware of targets that any child with Individual Education Plans (IEPs) have
• differentiate ICT teaching to take account of these needs and targets
• monitor any progress made
• ensure that you are aware of the way that ICT can support and enrich pupil's learning
• know how ICT supports the school SEN policy
• check the existing software and peripherals that could be used during the support of the pupil
• work with subject co-ordinators to ensure that individual schemes of work have differentiated ICT activities within
• work with class teachers during the 'planning sessions' to ensure that ICT supports the IEPs

For pupils with learning difficulties, ICT can be a focus for language development activities. It can make writing more accessible, and enable and encourage children to practice skills. Using ICT offers a medium for differentiated activities and can make information more accessible.

Children with emotional and behavioral difficulties can find ICT motivating because it is not threatening or judgmental. It can offer a medium for differentiated activities that are more manageable and provide more satisfying outcomes.

Children with visual impairment may need help to make the most of their vision when using ICT. You should consider the position of the pupil in relation to the screen. Clarity of display is essential, as is the use of large fonts and possibly adjusting the colours. Where possible, use speech facility to provide speech feedback.

Children with hearing impairment where language is a major problem can benefit from the use of ICT. Where ICT is used for language activities symbol or picture enhanced text can bring meaning to text. Graphics can stimulate writing while access to whole words can help children to organise thoughts and aid expression.

Range of Tasks