d.
Developing Your Own Knowledge of the Resources
Having
made decisions about using some of the resources and opportunities
in tandem, it is important for the teacher in the case study to
get to know the resources well enough to feel confident about
using them in the classroom. It is also important that the pupils
will feel comfortable about using resources.
We
can focus on this with an exercise that should provide some focus
on the relations between generic CD-ROM encyclopędia material
and more focused web-based resources.
First,
take a look at the version of Encarta your school holds as part
of its Swansea Bay Online Learning Partnership contract. This
will be available from your mentor or your school's SBOLP contract
manager.
Then
answer the following questions - just to give you some focus to
begin with:
- How
far does the CD provide you with textual, graphical and video
resources you could find useful to merely set the scene for
this area of work?
- Do
you know how to copy and paste elements of the CD to your own
worksheets, and are you aware of the legal constraints on your
activity in this respect?
When
you have done this, take a look at the following web sites and
answer the questions:
Sites dedicated
to car advertising
www.nissan.co.uk
www.bmw.co.uk
www.ford.com
Sites dedicated
to television advertising
Here you will find some useful information and
perspectives on the use of television in mass media persuasion.
www.channel4.com
www.itc.org.uk
Sites specifically
dedicated to commercial advertising in all forms
These sites belong to some of the big names in
the advertising industry.
www.iaaglobal.org
www.iab.net
www.mediadevelopment.com
www.tbsmm.com
- If
you were able to look at two or more of the sites, how would
you compare them in terms of relevance to the objectives the
teacher in the case study wants to meet?
- Do
any of the sites offer opportunity for two-way communication,
and how would you use this to the benefit of pupils?
When
you have looked at a CD-ROM and the web in the light of these
questions, and perhaps written some worksheets of your own to
go with these resources, you should discuss with your mentor what
you want to do with the material in the classroom. This can be
done in a mentor visit, over the telephone or by e-mail, and should
serve merely to satisfy you that you are on the right track with
your use of the materials.
 e.
Planning the Work of Learners
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