Part 2:
Teaching With ICT

a. Structuring Lessons

In the case study we are dealing with, the teacher has a fairly regular pattern to his sessions. He tends to start with a teacher-led introduction to the session, outlining the area for coverage in the session. In an hour-long lesson, he might restrict himself to just one single issue within advertising or to one example. From the introduction, he will set pairs or small groups work to do, using either printed worksheets, a section of a CD-ROM or specific investigations on the World Wide Web. This work is structured, and he monitors progress around the class until he can get them to report back to the whole group on their progress, or summarise their progress in small groups to feed back in the next session.

Again, you might not work in exactly this way, but you probably do have a pattern that you favour as a teacher. Characterise this pattern to yourself now, and consider how the use of ICT as a resource might fit into it.

The teacher wants to use ICT over a two-week introductory period spending two hours a week with it. First let's recall the main learning objectives the teacher has for his pupils in this area:

• Describe and evaluate the use of imagery in a range of advertisements on television and the Internet
• Describe the differences between uses of language in advertising similar products across the media
• Evaluate the relationship between medium and form of advertisement in the two media
• Explain and predict the importance of diversity in advertising in the relation between TV and the Internet

Below is a summary of how the two separate weeks are structured to use ICT to meet some of these objectives. You will see that they are proposed as two distinct stand-alone sets of work. This is because the teacher needs to be flexible in when he can gain access to the ICT, and needs to be able to move the sessions around in consultation with other users of ICT in his school.

Take a look at the summary and then produce your own account, and your own lesson plans, showing how you would use the ICT resources we have been discussing to do the same job on this area of work. You might wish to extend or contract the time, and to fit the plans, duration and work around your own experience of working with this or a similar area of work.

Case Study Lesson Structure
Advertising on TV and the Web

Week 1 - Use a CD-ROM Encyclopædia to explore advertising - 2 hrs.

• Class introduction and targeted questions - outline issues in advertising, with specific focus of use of imagery to promote products and services.
• Small group work (groups of three):
  • Bring back summary of the Encarta entry on Advertising.
  • Bring back explanation of the role of TV in advertising in terms of cultural values.
  • Bring back outline of the life of Maurice Saatchi and his contribution to advertising.
  • Bring back outline of at least two examples of images in advertisements with an explanation of how they work.
  • Bring back a summary of the World Wide Web's potential for communication, specifically persuasive communication on a global scale.
• Class discussion of points raised by group work - whole-class summary of issues in advertising on the web and TV.

Week 2 - Use the Internet to explore examples of advertising - 2 hours.

• Class introduction - whole class discussion on potential of web for advertising - reach, language, functionality, diversity, dangers.
• Worksheet based tasks on examples of advertising using websites:
  • Health sites and their use of advertising for health and related products.
  • Leisure sites and their use of images to promote lifestyle products and services.
  • Business sites and their use of advertising to diversify income from the site.
  • E-mail based investigation of process of advertising on the web for future reference.
• Small groups feed back with responses to the worksheets, putting responses into PowerPoint format with images drawn from CD-ROM and web sites to illustrate points - whole class discussion of the relations between sites encountered and the promotion of similar good, services and issues using TV.

b. Managing Learning in the Classroom