Introduction:
Finding and Structuring Information

During this case study, you will discuss and develop your skills in using ICT in teaching and learning to do the following:

  • Use ICT to manage information using Design and Technology specific hardware and software - this is specific to this case study.

Plus you will develop your ability to:

  • Plan for the effective use of ICT.
  • Organise classroom use of ICT.
  • Prepare and present materials for learners using ICT.
  • Use the functions of ICT and understand its limitations.
  • Review and evaluate courseware and software.
  • Relate the use of ICT to learners needs.
  • Develop your learners' subject based learning using ICT.
  • Assess your learners' progress in Design and Technology as a result of using ICT.
  • Help develop your learners' capability in the use of ICT.
  • Help your learners develop within the Design and Technology curriculum.

The first of these objectives is specific to this case study, and represents the core of what the case study is about. The other objectives are common to all three of the case studies in Design and Technology, and represent the application of your understanding of ICT to teaching and learning.

Before we get in detail to the case study, we should begin to look more closely at what is meant by "managing information" in it. Specifically, the case study will consider 'information' as the data that ICT helps you to manage in the commission of a variety of tasks in Design and Technology. This means that we have a variety of things to think about, and we can organise this by thinking about the importance of the following in the use of ICT in teaching and learning in Design and Technology:

  • The use of DT-specific hardware and software to undertake specific tasks, regardless of learning and determined mainly by task and problem.
  • Learning to use DT-specific hardware and software as a part of the DT curriculum and in order to undertake the tasks implied by the above.
  • Learning about Design and Technology through ICT, regardless of the ICT's primary design, control, manufacture or other functions.
  • Learning about Design and Technology by using DT-specific ICT, from the processes of using the technology to perform tasks and solve problems.

Part 1: Preparing to Use ICT in Teaching