Part 1:
Preparing to Use ICT in Teaching

a. Aims and Objectives

The teacher's aim for the sake of this case study is to develop work in the compulsory Marketing unit. This is because, under Curriculum 2000, Marketing is a compulsory unit in the Full, Single and Part awards. It is also because the unit has a portfolio assessment, thus allowing the teacher maximum flexibility in setting of work and assignment activities.

In this case the learners are GNVQ Advanced students, some of whom are studying for the full award and some for the single. All pupils are aged between 17 and 19 years, and the gender balance is roughly equal. As we meet the teacher, he has previously taught the main area of work through a variety of methods. He has always been keen to have pupils work on a range of Marketing and related issues, in order to help them develop their understanding of the underlying patterns and issues in marketing, market research and advertising/public relations.

Specifically, over an introductory two-week phase of his programme, the teacher wants the pupils at this phase of their learning to be able to:

• Define Marketing as it applies to large national and international companies.
• Distinguish between Marketing and:
  • Public Relations
  • Advertising
  • Sales
  • Propaganda
• Describe the Marketing structures and functions of one specific company.
• Compare Marketing strategies for two well known products.

Questions for Consideration

• How do you currently deal with this area of work in the classroom?
• Do you use real examples of Marketing activity to illustrate points, and how do you manage use of and access to these?
• What are the main problems encountered when you work with real examples of Marketing?

Keep a short record of your responses to these questions for discussion with your mentor.

b. Deciding Whether to Use ICT