Case Study
2:
Using ICT to Manage Information using Curriculum-Specific
Hardware and Software
Before
You Start…
Welcome to the Swansea Bay Online Learning Partnership case study
series for teachers of Design and Technology. Before you start
work on this case study, you will need to ensure that you have
confidence in using the skills and ICT packages the case study
uses.
Unlike
the other case studies in the series, this case study deals with
use of specific hardware and software for Design and Technology.
This is because Design and Technology is one of the few areas
of the curriculum where specialised hardware and software are
needed and described in the curriculum. It is also because the
skills surrounding the use of this hardware and software are highly
diverse and demanding for teachers given the variety of areas
covered by Design and Technology. We shall go into this matter
later in the case study.
For
your information, you can refer to other case studies in the series
on the matter of handling information, to get a sense of how teachers
in other subject areas are dealing with this matter. If you are
a teacher of graphics or textiles, it might be worth looking at
the second case study for Art. If you are a teacher of Food, Resistant
Materials or Systems and Control, it would be worth looking at
the case studies for Science or IT. These will give you a sense
of the skills being promoted in this case study in areas similar
to your own, while you can still concentrate on the more specific
matter of this case study.
We
shall referring to the online versions of the ACAC curriculum
document for Design and Technology and the WJEC curriculum document
for GCSE Design and Technology as we go along, and assume that
you are familiar with the Curriculum 2000 orders, particularly
as they reflect work in Systems and Control within Design and
Technology.
We
shall also assume that you are familiar with the following PC-based
skills:
-
Word-processing
- Spreadsheets
- Navigating
within Windows
- Managing
files
- Desktop
publishing
If
you are not comfortable with any of the above, please refer to
your skills-check and discuss with your mentor the best way of
getting your skills ready before you start. If you are missing
just one of the skills, and are happy to develop it while you
are working on the case study, go ahead with the next page.
Introduction
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