c. Selecting ICT Resources

The teacher in the case study is completely at home with the skills behind most of the options we have looked at above, though she does not know of any dedicated CD-ROM material for the topics. She has used newspapers and videos, she already has some word-processed materials, she has seen some good art sites on the World Wide Web, and she knows how to use a CD-ROM.

You may not be in the same position as she is, so we shall look at the options in the context of your school and your experience. Think about the following points as they apply to you:

Using discussion only, and not using any ICT (or other technology) at all.
I have a bit of a problem with this (I would say that, wouldn't I?) My own experience of working with discussion alone is that it can be hugely enjoyable, though learners often have difficulty with initial ideas and background knowledge on which to build oral and developmental skills. Often the slightly more knowledgeable pupil will out-perform the less informed not on the basis of oral or persuasive skills but on the basis of a little bit more information and willingness to take new ideas on board. In terms of the objectives set for this case study, there is such a wealth of material available from the World Wide Web and CD-ROM that I really would want to get the most out of the discussion opportunities, the technology and the pupils by combining some of the options.

Using a word processor package to create worksheets for the topics, placing some images into the worksheets.
Here the question is one of how much the pupils will develop their skills if the teacher spends her time on creating stimulus material using a word-processor, and how much they would have done so anyway. My own view is that the use of well organised stimulus material will help learners focus on the topic in hand, as well as giving them examples of how information can be found and managed. It also seems likely that the time spent on creating high quality resources of the sort the teacher wants is likely to be returned in the adaptability and re-usability of the resources.

Use some video or print material, perhaps showing different approaches to the topics.
This isn't strictly an ICT option, but it would be if it were done in conjunction with the word-processed worksheets or some work on the World Wide Web looking at other views on the topics. The best thing about it is that looking at video or print material provides a range of stimuli to the learner so that any information deficits that exist for reasons beyond the scope of the GCSE teacher can be neutralised.

Use a CD-ROM to have students gather information on the topics to form the basis of discussion.
Almost any CD-ROM encyclopædia will give you background information on Art and Design, although the topics may be too general for any but the most extensive encyclopædias to cover. You probably know about Encarta and Britannica, and other products such as Hutchinson's and Compton's provide inexpensive if inconsistent sources of data. The point here is that you are not looking for thorough, exhaustive and expert treatment of the topic - in some ways, the more idiosyncratic it is the better. The biggest problem that arises with mass-market CD-ROM resources is their US orientation - good European, British or Welsh focus is very difficult to find.

Use the World Wide Web to gather resources, especially on background and more up to date relevant information and to gather information from a variety of points of view.
The following web addresses provide interesting background resources:

http://witcombe.sbc.edu/ARTHLinks.html
This is an exceptional educational resource for the enquiring art student. The home page categorises the different eras in history from prehistoric to modern, creating a really comprehensive timeline. Each link from here will take you to a vast collection of the best sites on the Web. A definite bookmark for anyone interested in the history of art.

http://www.artguide.org
A comprehensive and no-fuss guide to the public art collections of Great Britain and Ireland. There are 1900 named artists and 650 museums, all listed alphabetically, so there's no problem finding what you want. This is a really valuable resource, which updates regularly to keep up with exhibitions and new acquisitions to existing collections. An essential companion to the student and enthusiast.

http://www.metalab.unc.edu/wm
A good site for top quality images.

http://www.art.com
A collection of images and a searchable date base for artists and movements.

http://guggenheim.org
The Guggenheim Museum.

http://www.nga.gov
National Gallery of Art, Washington DC.

In this case study, you are also concerned with finding the sources themselves, and the following search engines can provide a useful starting point:

Have pupils present their arguments using PowerPoint or another presentation package.
However students have gathered information, they can store it in a word-processor and create their own presentation notes from this. They can also store it in a file in PowerPoint, and create a presentation on-screen or for display.

Now that you've looked at my ideas about the options available, you need to make your own choices. The teacher in the case study has decided to use all options except PowerPoint, and to combine two or more in particular sessions over a three to four week period. You need to plan to do something of this sort. On the next page, make a copy and fill out the summary to help you get focus on what you will do. Think of some uses of your own, and make a short note on what you will have to do to make it work, what you expect the benefit to be to your pupils, and what difficulties you expect to encounter when you do it in the classroom.

Resources Selected for Work on Discussion of Topics