c.
Selecting ICT Resources
The
teacher in the case study is completely at home with the skills
behind most of the options we have looked at above, though she
does not know of any dedicated CD-ROM material for the topics.
She has used newspapers and videos, she already has some word-processed
materials, she has seen some good UFO sites on the World Wide
Web, and she knows how to use a CD-ROM.
You
may not be in the same position as she is, so we shall look at
the options in the context of your school and your experience.
Think about the following points as they apply to you:
Using
discussion only, and not using any ICT (or other technology) at
all.
I have a bit of a problem with this (I would say that, wouldn't
I?) in as much as my own experience of working with discussion
alone is that it can be hugely enjoyable, but that learners often
have little general and current affairs knowledge on which to
build oral and argumentative skills. Often the slightly more knowledgeable
pupil will out-perform the less informed not on the basis of oral
or persuasive skills but on the basis of the little bit more information.
In terms of the objectives set for this case study, there is such
a wealth of material available from the World Wide Web and CD-ROM
that I really would want to get the most out of the discussion
opportunities, the technology and the pupils by combining some
of the options.
Using
a word processor package to create worksheets for the topics,
placing some images into the worksheets.
Here the question is one of how much the pupils will develop their
skills if the teacher spends her time on creating stimulus material
using a word-processor, and how much they would have done so anyway.
My own view is that the use of well organised stimulus material
will help learners focus on the topic in hand, as well as giving
them examples of how information can be found and managed. It
also seems likely that the time spent on creating high quality
resources of the sort the teacher wants is likely to be returned
in the adaptability and re-usability of the resources.
Use
some video or print material, perhaps showing different perspectives
on the range of topics.
This isn't strictly an ICT option, but it would be if it were
done in conjunction with the word processed worksheets or some
work on the World Wide Web looking at other views on the topics.
The best thing about it is that looking at video or print material
provides a range of stimuli to the learner so that any information
deficits that exist for reasons beyond the scope of the GCSE teacher
can be neutralised.
Use
a CD-ROM to have students gather information on the topics to
form the basis of discussion.
Almost any CD-ROM encyclopędia will give you background information
on blood sports and UFO's, though the GM debate may be a little
to current for any but the most recent encyclopędias to cover.
You probably know about Encarta and Britannica, and other products
such as Hutchinson's and Compton's provide inexpensive if inconsistent
sources of data. The point here is that you are not looking for
thorough, exhaustive and expert treatment of the topic - in some
ways, the more idiosyncratic it is the better. The biggest problem
that arises with mass market CD-ROM resources is their US orientation
- good European, British or Welsh focus is very difficult to find.
Use
the World Wide Web to gather resources, especially on background
and more up to date relevant information and to gather information
from a variety of points of view.
The following web addresses provide interesting background resources:
Blood Sports
www.countryside-alliance.org
In favour of blood sports.
www.cygnet.co.uk/navs/ad/leatade5.htm
Against.
http://hedweb.com/arfaq/arpage.htm
Against.
Genetically
Modified Food
http://monsanto.co.uk/kc/kc.htm
In favour of GM food.
www.greenpeace.org/~geneng/
Against.
UFOs
www.ufomag.co.uk/page001.htm
In favour of the existence of UFOs.
www.thewww.com/mrwizard/wizardUFO.HTM
In favour.
www.pufori.org/news/nws/008981.htm
Against.
In
this case study, you are also concerned with finding the sources
themselves, and the following search engines can provide a useful
starting point:
Have
pupils present their arguments using PowerPoint or another presentation
package.
However students have gathered information, they can store it
in a word processor and create their own presentation notes from
this. They can also store it in a file in PowerPoint, and create
a presentation on-screen or for display.
Now
that you've looked at my ideas about the options available, you
need to make your own choices. The teacher in the case study has
decided to use all options except PowerPoint, and to combine two
or more in particular sessions over a three-four week period.
You need to plan to do something of this sort. On the next page,
make a copy and fill out the summary to help you get focus on
what you will do. I've put in some suggestions - you can use these
as you like. Think of some uses of your own, and make a short
note on what you will have to do to make it work, what you expect
the benefit to be to your pupils, and what difficulties you expect
to encounter when you do it in the classroom.
Resources
Selected for Work on Discussion of Topics
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