c.
Helping Learners Develop their own IT Capabilities
Whenever
the pupils in the case study are using a computer to learn, they
are of course not only developing their Drama skills but also
their ICT skills. It is important to distinguish between one thing
and the other, and also for us as Drama specialists to know when
a pupil is learning to use ICT as well as learning to understand
Drama.
If
pupils used all possible resources - and maybe one or two extra
that you thought of - the very least they would have developed
is the following range:
- Loading
software - a CD.
- Accessing
the World Wide Web.
- Searching
for information - on the CD or the World Wide Web
- Basic
skills of mouse and keyboard manipulation.
- Printing
- if the pupil was allowed to print from the CD or the World
Wide Web.
- Using
a word processor - if pupils undertook copy and paste activities.
- Using
a presentation package - if pupils created a PowerPoint presentation
for the final phases of the lessons.
- Managing
files, when pupils took files from the CD/Network for their
own use.
It
might be interesting to look back over your own lesson plans to
see where these things happened, and even to look at the IT curriculum
for pupils working at KS 4, to see what they are doing in your
subject that contributes to their development in the IT arena.
All case studies in all subjects in this series make this same
statement, so crucial is the pupil's awareness of and use of ICT
to his or her own learning in other subjects using it.
It
is worth trying this exercise:
- Identify
what pupils are doing with ICT in the Drama tasks you have set
them.
- Identify
whether what they are doing is a basic motor skill such as moving
a mouse, a technique where they have to follow steps or a higher
order skill where they have to plan and make decisions.
-
Identify the areas of the IT curriculum at the pupil's key stage
to see whether work you are doing with him or her can be linked
to learning in the IT area.
 d.
Assessing Learning
|
