Part 1:
Preparing to Use ICT in Teaching

a. Aims and Objectives

The teacher's aim for the sake of this case study is to discuss the effects of message routes, and what happens when message routes are elongated, complicated or compromised. In this case the learners are GNVQ Intermediate pupils in a variety of vocational areas, and are following the Communication Key Skills programme in year eleven for a variety of reasons. As we meet the teacher, he has previously taught the main area of work through a variety of methods, and has always been keen to have pupils work on a range of practical communication exercises, most specifically real games of Chinese Whispers. By this method the teacher illustrates points about acts of communication, but also about the nature of language and the context of communication through language.

Specifically, over an introductory two-week phase of his programme, the teacher wants the pupils at this phase of their learning to be able to:

• Explain what a message route is, and the factors that govern the efficiency of message routes.
• Describe the features of linguistic communication that are most susceptible to corruption en route.
• Describe the likelihood of corruption in quantifiable terms, based on the nature of the original communication.
• Present a range of examples of corruption based on a variety of reasons.

Questions for Consideration

• How do you currently deal with this area of work in the classroom?
• Do you use real practical exercises to illustrate points, and how do you manage use of these?
• What are the main problems encountered when you work with practical exercises?
• Which parts of the Key Skills Curriculum 2000 specifications do you see this area of work as impacting upon most, and are there other curriculum areas where the ideas would be of use?

Keep a short record of your responses to these questions for discussion with your mentor.

b. Deciding Whether to Use ICT