Part 2:
Teaching with ICT

a. Structuring Lessons

In the case study we are dealing with, the teacher has a fairly regular pattern to his sessions. He tends to start with a teacher-led introduction to the session, outlining the area for coverage in the session. In an hour-long lesson, he might restrict himself to just one single issue within Marketing or to one example. From the introduction, he will set pairs or small groups work to do, using either printed worksheets, a section of a CD or specific investigations on the World Wide Web. This work is structured, and he monitors progress around the class until he can get them to report back to the whole group on their progress, or summarise their progress in small groups to feed back in the next session.

Again, you might not work in exactly this way, but you probably do have a pattern that you favour as a teacher. Characterise this pattern to yourself now, and consider how the use of ICT as a resource might fit into it.

The teacher wants to use ICT over a two-week introductory period spending two hours a week with it. First let's recall the main learning objectives the teacher has for his pupils in this area:

• 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

Below is a summary of how the two separate weeks are structured to use ICT to meet some of these objectives. You will see that they are proposed as two distinct stand-alone sets of work. This is because the teacher needs to be flexible in when he can gain access to the ICT, and needs to be able to move the sessions around in consultation with other users of ICT in his school.

Take a look at the summary and then produce your own account, and your own lesson plans, showing how you would use the ICT resources we have been discussing to do the same job on this area of work. You might wish to extend or contract the time, and to fit the plans, duration and work around your own experience of working with this or a similar area of work.

Case Study Lesson Structure

Week 1 - Use a CD Encyclopædia to define Marketing - 2 hours

• Class introduction and targeted questions - outline and characterise marketing.
• Small group work (groups of three):
  • Bring back three examples of marketing activity
  • Bring back explanation of marketing distinct from advertising and sales
  • Bring back outline of marketing distinct from Public Relations
  • Bring back outline of at least two examples of propaganda
• Class discussion of points raised by group work - whole-class summary of issues in Marketing, Sales, Advertising, PR.

Week 2 - Use the Internet to explore examples of Marketing - 2 hours

• Class introduction - whole class discussion on Marketing and the Web.
• Worksheet based tasks on examples of Marketing using websites:
  • Group work on current issues in Marketing from academic sites - identify three current issues and explain to class
  • Group work on Marketing Sites - 'About' sections of home pages - identify three sites and explain purposes to class
  • Group work on sites with Marketing purpose - explain relation of site to business main site for three examples
• Small groups feed back with responses to the worksheets - whole class discussion of current issues in Marketing.

b. Managing Learning in the Classroom